Hi 

No.  3 

BULLETIN 

OF 

St.  Louis  University 

<~CiUy  \ NOVEMBER,  1905 

„ i~l 

ii  " | 


Vol.  1 


TABLE  OF  CONTENTS 
The  Fundamental  Branches  in  the  Medical  School 


Calendar 2 

Executive  Committee 2 

Some  Features  of  the  Modern 

Medical  School 3 

Department  of  Anatomy 5 

Department  of  Physiology, 
Physiological  Chemistry  and 

Pharmacology 12 

Department  of  Pathology  and 
Bacteriology 16 


Department  of  Chemistry 21 

Library 22 

Research 25 

Instructors  in  the  Fundamental 
Branches  of  the  Medical 
School 27 

Publications  of  the  Instructors 
of  the  Fundamental  Branches 
of  the  Medical  School 29 


Published  Quarterly  by  the  St.  Louis  University 

Grand  Avenue  and  Pine  Street 


ST.  LOUIS,  MO. 


Entered  June  13th,  1905,  at  St.  Eouis,  Mo.,  as  second-class  matter  under  Act  of  Congress  of 

July  16th,  1894. 


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Calendar. 


1905. 


Monday,  October  2,  Opening  of  Regular  Session. 

Thursday,  November  30,  - - - Thanksgiving  Day,  Holiday. 

Friday,  December  22,  p.  m.,  - - Beginning  of  Christmas  Vacation. 


1906. 


Monday,  January  1,  p m., 
Saturday,  January  27, 
Tuesday,  February  22 
Tuesday,  May  8, 
Saturday,  May  19, 


End  of  Christmas  Vacation. 

End  of  First  Semester. 
Washington’s  Birthday,  Holiday. 
Senior  Examinations  Begin. 

End  of  Semester. 


Executive  Committee. 

W.  Banks  Rogers,  S.  J.,  President. 
Young  H.  Bond,  M.  D.,  Dean. 
William  G.  Moore,  M.  D.,  Vice-dean. 
Hanau  W.  Loeb,  M.  D.,  Secretary. 
Hugo  Summa,  M,  D. 

A.  V.  L.  Brokaw,  M.  D. 

Albert  C.  Eycleshymer,  Ph.  D. 
Elias  P.  Lyon,  Ph.  D. 


St.  Louis  University 


Some  Features  of  the  Modern  Medical  School. 

(An  address  to  prospective  medical  students.) 

The  prospective  medical  student  of  to-day  finds  before  him  the 
four  full  years  of  the  modern  medical  school  which  must  be 
completed  before  he  can  obtain  his  degree  and  be  admitted  to 
practice.  He  knows  that  his  father  or  his  family  doctor  who 
studied  medicine  thirty  years  ago  was  able  to  complete  his  formal 
training  in  two  years.  The  boy  of  the  present  time  finding  that 
he  must  take  four  years  following  a full  high  school  course,  will 
inquire  (if  he  is  thoughtful),  why  this  change  has  come  about.  It 
is  the  purpose  of  this  article  to  discuss  the  advance  in  medical 
education  and  the  reasons  which  lie  at  the  base  of  the  present 
plan  of  study. 

Two  great  factors  have  been  at  work  in  the  evolution  of 
medical  education.  The  first  of  these  has  been  the  advance  of 
education  as  a whole,  both  as  to  distribution  and  as  to  methods 
of  teaching.  The  man  does  not  need  to  be  very  old  to  see  that  an 
enormous  change  has  taken  place  in  secondary  and  collegiate 
education  during  his  own  lifetime.  The  high  school  as  we  have 
it  to-day  existed  only  in  few  places  and  in  an  undeveloped  form 
thirty  years  ago.  Often  it  was  a physical  impossibility  for  the 
struggling  lad  of  the  frontier  to  get  more  than  a common  school 
education.  The  medical  schools  could  not  set  a standard  of 
admission,  impossible  of  attainment.  Moreover  the  degree  of 
general  culture  and  education  in  our  communities  was  below  that 
of  the  present  time  and  less  was  expected  of  medical  men  than 
now.  To-day,  as  always,  the  doctor  must  be  in  advance  of  the 
general  type  of  citizenship  in  the  community  where  he  lives  and 
that  means  a decided  advance  in  general  education  over  what  was 
necessary  a third  of  a century  ago.  This  is  reflected  in  the  ad- 
vanced requirements  for  entrance  to  the  medical  schools. 

A further  cause,  and  a very  potent  one  for  the  advanced  require- 
ments is  the  highly  scientific  character  of  medical  knowledge  to-day. 
The  common  school  man  is  without  the  necessary  educational  basis 
to  undertake  the  study  of  chemistry,  histology,  physiology  and  other 
subjects  which  lie  at  the  foundation  of  medicine.  Without  going 
deeply  into  the  matter  at  the  present  time,  it  may  be  said  that  even 
the  best  high  school  course  is  far  from  being  the  ideal  preparation 
for  medicine. 

The  second  great  factor  which  has  influenced  the  development 
of  medical  education  has  been  already  suggested.  It  is  no  other 
than  the  immense  advance  in  medical  knowledge  itself.  It  is 
no  exaggeration  to  say  that  the  last  hundred  years  have  seen 
an  advance  in  actual  medical  knowledge  more  than  equal  to  all 
that  had  been  accomplished  in  all  the  centuries  before.  And  the 
greater  part  of  this  forward  movement  has  been  in  the  last  thirty 
years.  When  the  old  family  physician  was  sitting  on  the  student’s 
bench,  there  was  no  science  of  bacteriology  and  consequently  no 
aseptic  surgery,  no  knowledge  of  the  real  cause  of  disease,  no 
antitoxins,  no  rational  hygiene.  There  was  little  chemistry  (at 
least  in  medicine),  and  consequently  there  was  little  knowledge 
of  what  was  going  on  in  the  body,  in  health  and  disease.  The 
microscope  had  not  found  its  way  into  medicine  as  the  indispen- 
sable aid  to  the  conscientious  practitioner.  The  limitations  of 


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surgery  did  not  then  demand  the  exhaustive  knowledge  of  anatomy 
which  is  needed  to-day,  when  almost  no  part  of  the  body  is  beyond 
the  reach  of  surgical  methods.  Not  to  multiply  examples,  it  is 
plain  that  if  two  years  were  necessary  to  master  the  essentials  of 
medicine  thirty  years  ago,  four  years  are  all  too  short  a time  to 
gather  a working  knowledge  of  the  complicated  subject  matter 
of  the  present  day  medicine  and  to  put  the  student  in  a way  to 
keep  pace  with  the  progress  which  is  sure  to  take  place  during 
his  own  years  of  active  usefulness. 

It  is  evident  that  methods  of  teaching  which  were  sufficient 
thirty  years  ago  or  which  were  at  any  rate,  the  best  the  day 
afforded,  would  be  entirely  inadequate  in  the  face  of  the  training 
demanded  to-day.  The  recent  tendency  of  education,  both  general 
and  professional,  has  been  to  make  the  student  know  things;  not 
simply  to  know  about  things.  Therefore  the  present  day  school 
has  equipped  laboratories,  founded  clinics  and  built  hospitals  in 
order  that  its  students  might  have  first  hand  knowledge  of  the 
scientific  facts  on  which  medicine  rests  and  of  the  diseases  and 
methods  of  treatment,  which  form  the  subject  matter  of  the 
later  and  so-called  practical  part  of  the  course  of  study.  The 
modern  medical  school  has  a hundred  microscopes  where  the  old 
fashioned  school  had  one.  It  has  a chemical  equipment  for  every 
student  instead  of  a few  test  tubes  in  the  hands  of  the  professor. 
It  has  physiological  apparatus,  bacteriological  equipment — a 
multitude  of  appliances  not  needed  or  dreamed  of  by  the  old 
fashioned  school.  There  can  be  no  doubt  that  the  change  has 
been  of  great  benefit  in  producing  a higher  grade  of  physicians. 

Finally,  the  advance  in  medical  knowledge  and  education 
involves  in  these  days  a change  in  the  organization  of  the  medical 
faculty.  The  sciences  of  chemistry,  anatomy,  physiology  and  path- 
ology which  underlie  medicine  have  become  so  complex  and  the 
advances  in  them  are  so  rapid  that  the  best  results  in  teaching 
these  subjects  can  only  be  obtained  at  the  hands  of  trained 
specialists.  The  old  method  of  appointing  practicing  physicians 
in  the  fundamental  branches  has  been  given  up  in  all  the  best 
schools.  The  busy  practitioner  can  not  give  the  time  required 
to  conduct  laboratory  courses.  Instead  of  physicians,  we  find  pro- 
fessional chemists,  anatomists,  physiologists,  etc.,  who  devote  their 
whole  time  to  teaching  and  research.  This  leads  to  an  enormous 
improvement  in  the  methods  of  teaching  and  the  real  advancement 
of  the  students,  and  involves  a great  increase  in  expense  over 
the  old  plan.  Hence  only  the  medical  schools  of  the  strong 
universities  are  so  organized;  and  this  constitutes  another  potent 
reason  why  the  thoughtful  student  will  select  a university  medical 
school. 

The  attention  of  prospective  students  is  called  to  the  descrip- 
tions of  the  fundamental  departments  of  medicine  in  the  St. 
Louis  University,  published  in  this  number  of  the  Bulletin.  The 
annual  catalogue  containing  further  information  will  be  sent  on 
application.  The  University  will  gladly  correspond  with  those 
who  are  looking  toward  a career  in  medicine  and  will  advise 
them  concerning  their  preparation  and  qualifications.  Those  who 
can  visit  the  medical  school  will  be  welcome  to  examine  its 
facilities  and  equipment.  Students  who  intend  to  devote  themselves 
seriously  to  study  are  desired.  They  will  find,  in  St.  Louis 
University,  teachers  whose  earnest  effort  will  be  to  develop  them 
along  the  highest  ideals  of  medicine. 


St.  Louis  University 


5 


Department  of  Anatomy. 

The  work  in  the  Department  of  Anatomy  is  divided  into  three 
parts,  Gross  Anatomy,  Microscopic  Anatomy  and  Research.  Bach 
of  these  divisions  comprises  a number  of  closely  related  sub- 
divisions. In  the  following  pages  an  attempt  has  been  made  to 
show  the  relationship  of  these  subdivisions  and  to  give  a detailed 
description  of  each. 


Gross  Anatomy. 

The  work  of  Gross  Anatomy  covers  a period  of  four  semesters, 
being  a continuous  course  throughout  the  first  two  years.  The 
arrangement  is  such  that  each  course  is  dependent  upon  those 
which  precede  it. 

During  the  first  semester,  the  student  does  the  preparatory 
part  of  the  work  and  lays  the  foundation  for  the  more  difficult 
and  more  important  parts  which  are  to  follow.  During  the  second 
and  third  semester,  he  does  the  regular  work  in  human  dissection, 
and  becomes  thoroughly  familiar  with  the  individual  parts  of  the 
body.  The  fourth  semester  is  devoted  to  a knitting  together  of 
the  facts  learned  in  the  previous  semesters  into  a concrete  whole, 
which  is  to  be  of  practical  value  to  the  student  in  the  remainder 
of  his  medical  course  and  in  the  practice  of  his  profession  after 
leaving  school. 

The  preparatory  semester’s  work  comprises  the  Comparative 
Anatomy,  Descriptive  Anatomy  and  Osteology,  Arthrology  and 
Myology. 

The  Comparative  Anatomy  is  the  beginning  course  and  is 
designed  to  give  the  new  student  a general  conception  of  vertebrate 
anatomy  and  at  the  same  time  to  serve  as  an  introduction  to  human 
anatomy,  histology,  neurology,  embryology  and  physiology. 
While  each  student  is  required  to  have  completed  a four  years’ 
high  school  course  before  entering  the  medical  school,  it  is 
assumed  that  his  knowledge  of  anatomy  is  very  meager,  and  for 
that  reason  the  course  in  Comparative  Anatomy  is  planned  for  the 
beginner.  Each  student  dissects  the  digestive,  urinogenital, 
respiratory,  circulatory  and  nervous  systems  of  the  cat.  The 
mouth  cavity  and  the  salivary  glands  are  studied  first  and  are 
followed  by  the  study  of  the  remaining  portion  of  the  alimentary 
tract  in  regular  order.  The  other  systems  are  studied  in  the 
order  in  which  they  are  named  above. 

Running  parallel  with  and  forming  an  integral  part  of  this 
course  of  Comparative  Anatomy  is  the  course  in  Descriptive 
Anatomy.  This  comprises  lectures  and  demonstrations  on  the 
human  cadaver. 

The  two  courses  are  so  correlated  that  the  lecture  upon  a 
given  organ  or  part  precedes  the  laboratory  work  upon  that 
organ  or  part,  i.  e.  the  demonstration  of  the  human  stomach  comes 
the  hour  just  preceding  the  two  hours’  laboratory  work  upon  the 
cat’s  stomach.  The  demonstrations  are  made  upon  manikins  pre- 
pared from  formalin  hardened  cadavers,  in  which  each  organ 
retains  its  normal  shape,  size  and  position.  The  organs  are  so 
well  hardened  that  they  may  be  removed  from  the  body  and 


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studied  by  the  demonstrator  and  students  as  though  they  were 
only  the  parts  of  the  papier  mache  manikin. 

With  his  first  impressions  of  the  human  organ  fresh  in  mind, 
the  student  proceeds  at  once  to  the  laboratory  to  make  these 
impressions  more  permanent  by  handling  the  corresponding  organ 
of  the  cat.  The  student’s  attention  is  directed  in  particular  to 
the  organ  or  part  under  consideration  and  is  not  diverted  to 
other  organs  in  the  neighborhood.  Thus  the  student’s  mind  is 
not  burdened  with  an  overwhelming  mass  of  anatomical  facts 
before  the  essentials  have  been  mastered. 

The  cat  is  used  in  Comparative  Anatomy  because  it  is  better 
adapted  to  the  needs  of  the  beginner  than  is  the  human  body. 
On  account  of  its  size  the  body  of  the  cat  can  be  handled  con- 
veniently. Bach  student  may  have  a cat  to  himself  and  thus  does 
not  interfere  with  another’s  work  as  occurs  when  several  are 
dissecting  the  human  body. 

In  order  that  the  work  of  the  dissecting  room  may  be  satis- 
factory and  productive  of  the  largest  results,  the  student  must 
master  the  technique  of  dissection  and  become  conversant  with 
the  terminology  of  the  subject.  The  technique  of  dissection  is 
to  be  mastered  only  by  practice,  for  dissecting  is  not  a tearing 
and  destroying  of  the  various  structures,  but  rather  a separating 
of  them  into  their  component  parts;  for  this  purpose  the  body  of 
an  animal  is  quite  as  good  as  that  of  man. 

With  a very  few  exceptions,  the  organs  of  the  cat  differ  only 
in  size  from  the  corresponding  organs  of  the  human  body,  and  have 
the  sarnie  names  as  the  human  organs.  Thus  the  terminology 
can  be  learned  as  well  from  a study  of  the  cat,  as  from  the  human; 
in  fact,  the  student  is  required  to  use  his  textbook  of  human 
anatomy  as  his  guide  in  dissecting  the  cat,  attention  being  called 
to  the  cases  wherein  the  textbook  description  differs  from  the 
conditions  found  in  the  cat.  These  differences  are  usually  unim- 
portant. In  some  cases,  as  in  the  peritoneal  cavity,  the  variation 
is  of  great  advantage  because  in  the  cat  it  is  much  simpler  and 
more  readily  understood  than  in  the  human. 

The  two  courses,  Comparative  and  Descriptive  Anatomy,  require 
nine  hours  per  week  in  the  laboratory  and  lecture  room. 

The  dissection  of  the  nervous  system  of  the  cat  is  followed 
by  a dissection  of  the  sheep’s  brain,  after  which  the  human 
central  nervous  system  is  studied.  The  spinal  cord  and  its  mem- 
branes are  examined  in  situ,  and  then  sectioned  in  various  regions. 
The  external  features  of  the  brain  are  identified  and  a basal  and 
a lateral  view  is  drawn  and  labeled.  The  structure  of  the  brain 
is  studied  from  sections  in  the  sagittal,  horizontal  and  coronal 
planes.  These  sections  are  made  from  brains  which  have  been 
hardened  in  situ  by  formalin  injection  and  show  very  clearly  the 
demarcation  between  the  gray  and  white  matter.  All  of  the 
important  masses  of  gray  matter  are  located  and  accurately 
outlined,  and  the  fiber  tracts  are  traced  throughout  the 
important  parts  of  their  courses.  This  is  the  foundation  for,  and 
is  followed  immediately  by,  the  course  in  Microscopical  Neurology. 

The  course  in  Comparative  Anatomy  leads  directly  into  the 
course  in  Human  Anatomy,  but  in  order  that  the  foundation  for 
dissection  may  be  as  broad  as  possible,  the  course  in  Osteology, 
Arthrology  and  Myology  runs  through  the  first  semester  parallel 
with  Comparative  and  Descriptive  Anatomy. 


St.  Louis  University 


7 


Osteology,  Arthrology  and  Myology. 

The  course  prescribed  for  the  Freshmen  class  for  the  study 
of  the  human  skeleton  is  so  mapped  out  as  to  give  not  only  a com- 
plete insight  into  this  part  of  human  anatomy,  as  regards  the  indi- 
vidual elements,  but  also  a practical  working  knowledge  of  all  the 
parts  in  their  true  relations  with  one  another.  As  is  well  known, 
the  usual  course  in  Osteology  comprehends  the  study  of  the  bones 
as  individual  parts,  without  reference  to  the  skeleton  as  a whole. 
In  the  course  given,  the  first  step  is  to  make  an  exhaustive  study 
of  each  bone  of  a region,  taking  the  bones  up  in  their  turn  in 
detail.  When  these  have  been  mastered,  a complete  study  is 
made  of  the  part  as  a whole  with  the  articulations  and  the  muscu- 
lature of  the  region,  so  that  the  student  may  see  the  importance 
of  each  point  and  get  a more  practical  knowledge  of  the  subject. 
Four  hours  each  week  are  devoted  to  this  work.  Each  student 
is  supplied  with  a complete  disarticulated  skeleton  and  is  required 
to  recite  from  the  bones  he  studied,  all  of  the  details  which  are 
of  any  practical  importance. 

This  method  of  detailed  study  is  continued  (in  each  region) 
until  all  the  bones  of  a certain  section  of  the  body  have  been 
thoroughly  mastered.  Then  the  relationships  of  the  region  are 
carefully  considered  so  that  the  student  may  have  a thorough 
insight  into  the  mechanism  of  the  part.  The  next  step  in  the 
course  is  the  study  of  the  muscular  and  ligamentous  relationships 
from  the  previously  prosected  cadaver.  On  account  of  the  abund- 
ance of  material  at  hand,  it  has  been  possible  to  have  enough 
prosections  made  of  all  the  soft  parts  connected  with  the  bones 
so  that  by  division  of  the  class  into  small  sections  the  student 
not  only  gets  to  see  the  demonstrations,  but  is  himself  also 
required  to  demonstrate  them  to  the  other  students  and  the 
instructors. 

After  having  completed  the  courses  in  Osteology,  Arthrology 
and  Myology,  Comparative  Anatomy  and  Descriptive  Anatomy, 
during  the  first  semester,  the  student  enters,  in  the  second 
semester,  upon  his  work  in  human  dissection  with  a consciousness 
that  he  is  only  going  farther  into  the  subject  of  Anatomy  rather 
than  taking  up  a new  subject.  He  recognizes  each  organ  as  soon 
as  he  comes  to  it,  and  knows  from  experience  what  to  do  in  order 
to  get  the  most  from  his  efforts. 


Human  Dissection. 

The  two  main  objects  of  this  course  are  to  keep  the  student 
in  the  dissecting  room  as  much  as  possible,  and  to  fix  the 
anatomy  upon  his  mind  by  having  him  work  out  and  demonstrate 
the  various  structures  to  those  in  charge.  The  dissection  of  the 
more  difficult  parts  such  as  the  perinaeum  and  peritoneum  is 
preceded  by  demonstrations  of  models  of  those  parts  which  together 
with  what  the  student  has  learned  from  comparative  anatomy 
enables  him  to  dissect  with  a much  better  understanding. 

For  dissection,  each  body  is  considered  to  be  composed  of 
four  parts  separated  from  each  other  by  the  planes:  one  transverse 
represented  by  the  diaphragm,  the  other  longitudinal  by  the  median 
sagittal  plane.  The  parts  of  the  body  thus  divided  are  a right 
and  left  upper  and  a right  and  left  lower.  The  upper  includes 


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one  lateral  half  of  the  head,  neck,  and  thorax,  and  one  upper 
limb.  The  lower  includes  one  lateral  half  of  the  abdomen  and 
pelvis  and  one  lower  limb.  Every  student  is  required  to  dissect 
two  parts,  an  upper  and  a lower,  which  make  one  lateral  half  of 
the  body.  Such  organs  as  the  heart,  stomach  and  intestines  which 
are  not  symmetrical  on  the  two  sides  of  the  body,  are  dissected 
by  all  the  students  working  upon  that  part  of  the  body.  Each 
part  is  assigned  to  two  students,  thus  there  are  eight  students 
working  on  a cadaver  at  the  same  time.  According  to  this  assign- 
ment one  half  of  the  class  are  working  upon  uppers,  and  the  other 
half  upon  lowers.  The  time  required  to  dissect  a part  is  three 
two-hour  periods  a week  for  one  semester.  One  part  is  dissected 
during  the  second  semester  of  the  first  year,  and  the  other  part 
during  the  first  semester  of  the  second  year. 

The  work  for  the  semester  is  outlined  and  divided  into  as  many 
parts  as  there  are  weeks  in  the  semester.  EVery  student  is  given 
an  outline  and  each  week’s  work  must  be  done  during  that  week 
so  that  the  work  is  evenly  divided  throughout  the  semester. 

The  laboratory  work  is  overseen  by  demonstrators.  Each 
demonstrator  has  assigned  to  him  twelve  or  sixteen  students,  who 
are  working  upon  the  same  parts.  He  not  only  sees  that  the 
structures  are  dissected  out  satisfactorily,  but  hears  demonstra- 
tions of  them  by  the  students,  and  explains  such  things  as  are 
not  understood.  The  demonstrators  are  present  at  all  laboratory 
periods  and  keep  a record  of  each  student’s  daily  work  which 
helps  to  determine  the  final  grade. 

Quizzes  are  held  twice  a week  throughout  the  period  of  dissec- 
tion. While  a student  is  dissecting  his  first  part,  he  is  quizzed  only 
upon  that  part,  but  while  he  is  dissecting  his  second  part,  he  is 
required  to  answer  questions  upon  both  parts.  The  object  of  this 
is  to  prepare  the  student  for  the  cross-section  or  Topographical 
Anatomy,  which  follows  this  course,  and  which  requires  a thorough 
knowledge  of  all  the  individual  anatomical  structures. 

Cross-Section  or  Topographical  Anatomy. 

This  course  is  a resume  and  practical  application  of  the  facts 
learned  by  the  preceding  courses,  and  no  student  who  has  not 
dissected  at  least  one  lateral  half  of  the  entire  body  can  do  the 
work.  It  deals  with  the  various  structures  in  the  position  they 
occupy  in  the  undisturbed  body  and  not  as  they  appear  after  they 
have  been  dissected  away  from  all  surrounding  structures.  Thus 
the  student  comes  to  consider  each  organ  an  integral  part  of  the 
body  as  a whole  and  as  having  the  same  relations  as  in  the  living 
individual.  He  thinks  of  the  body  as  a complex  unit  whose  internal 
parts  have  definite  relations  to  the  surface  as  well  as  to  the  near 
by  structures. 

This  phase  of  anatomical  teaching  is  of  the  greatest  practical 
importance  because  it  considers  anatomy  as  the  student  will  find 
it  in  his  practice  after  he  has  left  the  dissecting  room.  This  is  best 
accomplished  by  studying  a serial  set  of  cross-sections  of  the 
body  which  has  been  so  hardened  that  the  various  organs  retain 
their  normal  position  and  relations.  The  course  follows  immediately 
upon  the  completion  of  the  regular  dissection  and  requires  three 
two-hour  laboratory  periods  a week  for  one  semester. 

The  cadaver  which  has  been  hardened  with  formalin  is  cut 


St.  Louis  University 


9 


transversely  into  sections  about  one  inch  in  thickness.  Eight 
students  work  upon  each  set  of  sections  and  during  the  semester 
each  student  studies  every  section.  First  the  various  structures  are 
identified  at  the  surface  of  each  section  and  their  change  of 
relations  noted  as  a higher  or  lower  level  is  considered.  Following 
this  a traced  drawing  of  the  superior  surface  of  the  sections  is  made 
as  follows:  The  exact  outline  of  every  structure  is  traced  with 
ink  upon  a glass  lying  directly  upon  the  section.  This  tracing  is 
transferred  to  drawing  paper  by  clamping  the  paper  upon  the 
glass  and  holding  it  to  the  light.  The  lines  upon  the  glass  can 
be  seen  easily  through  the  paper,  and  are  traced  upon  it  so  that 
an  exact  outline  of  the  section  is  produced  upon  the  paper.  This 
outline  is  finished  and  all  the  structures  labeled  in  ink.  Every 
section  of  the  trunk  is  drawn  but  only  five  or  six  of  the  arm  and 
five  or  six  of  the  leg. 

These  drawings  are  examined  and  returned  to  the  student  for 
correction  so  that  ultimately  he  has  a set  of  drawings,  accurate 
and  complete, ' to  which  he  can  refer  for  many  relations  which 
cannot  be  obtained  from  a textbook. 

After  the  sections  have  been  drawn  the  anterior  view  of  the 
body  outline,  the  skeleton  and  the  viscera  are  projected  upon 
millimeter  paper  by  measurements  taken  from  the  sections  them-" 
selves.  In  this  projection,  each  set  of  structures  is  outlined  in  a 
different  color  of  ink  so  that  there  is  no  confusion  of  lines.  This 
sums  up  the  facts  that  have  been  learned  from  the  individual 
sections  and  shows  the  relations  of  an  organ  as  a whole  to  the 
surface  of  the  body,  to  the  skeleton  and  to  the  adjacent  organs. 

Quizzes  are  held  twice  a week  in  which  the  student  is  required 
to  draw  typical  cross-sections  of  the  body  at  various  levels,  as 
well  as  to  answer  questions  relating  especially  to  the  position  and 
relations  of  the  various  structures.  The  record  of  the  quizzes,  the 
accuracy  of  the  drawings  and  a final  examination  determine  the 
final  grade  in  the  subject. 

Microscopical  Anatomy. 

The  work  in  Microscopical  Anatomy  is  introduced  by  a study 
of  the  microscope,  and  its  accessories  together  with  practical 
exercises  in  its  use.  For  this  purpose  familiar  objects  are  used, 
such  as  fabric  fibres:  cotton,  linen,  silk,  wool. 

As  soon  as  some  knowledge  of  the  microscope  and  its  working 
is  gained,  the  work  in  Cytology  is  begun  by  studying  the  simplest 
living  animal  cells.  This  is  supplemented  by  the  study  of  living 
plant  cells  for  the  purpose  of  emphasizing  protoplasmic  activity. 
When  a clear  idea  of  the  cell  and  its  structural  elements  is 
obtained,  the  methods  of  cell  division  and  differentiation  are 
studied  in  both  animals  and  plants.  The  student  then  proceeds  to 
a study  of  the  variously  modified  cells  found  in  epithelia,  blood 
and  lymph,  connective  tissues,  muscle  and  nerve. 

When  familiar  with  the  elements  of  the  tissues  the  work  in 
Histology  is  begun  in  which  the  various  tissues  are  studied  and  the 
specific  micro-chemical  tests  are  applied. 

By  the  time  this  part  of  the  work  is  well  in  hand  the  students 
have  become  familiar  with  the  various  organs  and  their  relations 
in  the  cat  and  are  prepared  to  begin  Microscopical  Splanchnology. 
In  this  work  the  various  systems  of  organs,  such  as  the  circulatory, 


10 


BUDDFTIN  OF 


respiratory,  digestive  and  genito-urinary  are  studied.  The  last 
two  weeks  of  the  course  are  devoted  to  the  identification  of 
unknown  tissue  and  organs. 

The  course  is  conducted  in  the  following  manner:  In  the 
earlier  part  of  the  work,  the  student  is  given  specific  directions  for 
his  laboratory  work  in  the  form  of  printed  outlines;  these  are 
supplemented  by  textbook  reading  on  the  subjects  studied  in  the 
laboratory  and  the  textbook  in  turn  is  elucidated  by  explanatory 
lectures. 

As  soon  as  possible,  the  use  of  detailed  outlines  is  discontinued, 
and  during  the  last  two  weeks  of  the  course,  the  lectures  are  also 
discontinued.  During  these  last  two  weeks  all  the  recent  text- 
books are  brought  into  the  laboratory,  and  the  students  use  these 
in  identifying  and  writing  the  descriptions  of  their  unknowns. 

Throughout  the  course,  drawings  are  made  of  each  object 
studied.  The  drawings  are  arranged  in  the  form  adopted  in  publi- 
cations, the  figures  are  lettered  and  explained,  and  a brief  descrip- 
tion written  of  each. 

The  course  covers  a period  of  nine  hours  per  week  during  the 
first  semester  of  the  freshman  year. 

Microscopic  Neurology. 

The  course  in  Microscopic  Neurology  comes  in  the  second 
semester  of  the  Freshman  year.  The  student  is  at  this  time  study- 
ing Embryology,  and  has  had  a semester’s  work  in  Microscopic 
Anatomy.  He  has  also  dissected  the  central  nervous  system  of  the 
cat  and  has  made  a careful  study  of  the  brain  of  the  sheep  and  man. 

The  work  begins  with  a study  of  the  skin  as  a sense  organ, 
followed  by  the  various  forms  of  nerve  and  organs,  and  the  organs 
of  taste,  smell,  sight  and  hearing.  The  study  of  the  central  nervous 
system  is  then  begun  in  which  the  spinal  cord  forms  the  starting 
point.  Then  the  principal  tracts  of  the  cord  together  with  the 
commisural  fibers  and  their  cells  of  origin  are  traced. 

Sections  are  then  studied  at  the  level  of  the  motor  and  sensory 
decussations,  at  the  level  of  the  olivary  nucleus  and  the  exits  of 
the  cranial  nerves.  In  addition  to  this,  the  study  of  the  cerebellar 
peduncles  and  the  cerebellum,  and  of  the  cerebral  peduncles 
and  the  cerebrum  lays  a foundation  for  a mental  picture  of  the 
extent  of  the  great  sensory,  motor  and  commissural  tracts  and 
their  nuclei  of  origin. 

The  laboratory  work  is  carried  out  in  the  same  manner  as  in 
Histology. 

Embryology. 

The  study  of  Embryology  extends  through  the  second  semester 
of  first  year.  At  the  end  of  the  first  semester,  the  students  have 
had  a half  year’s  work  in  gross  anatomy,  and  have  finished  a 
thorough  course  in  Cytology,  Histology  and  Microscopical  Splanch- 
nology. Thus  they  come  to  the  work  in  Embryology  with  consider- 
able knowledge  of  gross  anatomy  and  a thorough  grounding  in 
the  methods  and  results  of  histological  work. 

The  work  in  Embryology  begins  with  the  study  of  the  structure 
of  the  ovum  and  spermatozoon.  Both  living  and  mounted 
specimens  are  drawn  and  described.  The  process  of  fertiliza- 


St.  Louis  University 


11 


tion  is  then  studied  in  the  ovum  of  Ascaris.  The  formation  of  the 
polar  bodies,  the  formation,  structure  and  union  of  the  male  and 
female  pronuclei  are  observed  and  drawn.  Segmentation,  gastru- 
lation  and  some  of  the  later  stages  of  development  are  followed 
out  in  the  frog’s  egg.  The  chick  embryo  is  used  to  illustrate  the 
formation  of  the  germ  layers  and  the  foetal  envelopes.  Each 
student  is  furnished  with  complete  series  of  sections.  Typical 
sections  are  drawn  and  described  and  the  study  of  the  formation 
of  tissues  and  organs  is  begun.  The  earliest  stages  in  the  formation 
of  the  blood  and  the  circulatory  system,  as  well  as  the  nervous 
system,  the  digestive  system,  etc,  are  observed.  The  development 
and  structure  of  the  amnion,  allantois  and  placenta  and  the  relations 
of  the  placenta  to  the  uterus  are  studied  in  the  rabbit  and  the  pig, 
with  illustrations  and  demonstrations  from  human  material. 

A detailed  study  of  the  formation  of  the  various  tissues  and 
organs  of  the  body  is  made  on  the  embryo  pig.  The  twelve  milli- 
meter pig  is  made  the  basis  of  this  study.  Drawings  are  made  of 
the  external  features,  and  then  each  student  makes  a careful  study 
of  the  embryo  in  serial  sections.  Selected  sections  are  drawn  and 
described  in  detail  and  then  the  various  systems  of  organs,  the 
digestive  system,  the  circulatory  system,  the  nervous  system,  the 
genito-urinary  system  are  studied  by  tracing  each  through  the 
series  of  sections.  Having  worked  out  the  structure  of  the  embryo 
of  this  size  carefully,  the  earlier  and  later  stages  can  be  gone 
through  more  rapidly. 

The  development  of  the  human  embryo  in  the  earlier  stages 
is  also  made  by  means  of  serial  sections,  each  student  studying 
several  embryos  in  this  way.  For  the  later  stages,  each  student 
makes  drawings  of  a series  of  human  embryos  in  various  stages 
of  development.  The  anatomy  of  the  foetus  in  the  later  stages  is 
studied  in  a series  of  preparations  and  dissections. 

Throughout  the  course,  attention  is  called,  as  occasion  arises, 
to  the  causes  of  congenital  malformations  and  to  the  applications 
or  Embryology  to  Anatomy,  Pathology  and  Obstetrics. 

There  are  two  lectures  a week  during  a half  year.  Each 
lecture  is  preceded  by  a quiz  and  followed  by  two  hours  laboratory 
work.  Written  examinations  are  introduced  at  irregular  intervals. 
In  the  lectures,  references  are  given  to  the  standard  textbooks 
and  to  the  recent  literature  of  the  subjects.  The  most  important 
textbooks  and  journals  are  accessible  to  the  students  in  the  labora- 
tory or  the  library. 


12 


Bulletin  oe 


Department  of  Physiology,  Physiological  Chemistry  and 
Pharmacology. 

In  this  school  the  following  arrangement  of  Physiology  and 
Physiological  Chemistry  has  been  adopted: 

Physiology  begins  in  the  second  semester  of  the  Freshman  year 
and  therefore  after  the  students  have  had  their  Histology  and  Com- 
parative Anatomy  and  some  part  of  Chemistry.  On  account  of 
their  incomplete  knowledge  of  Chemistry  (the  course  in  Chemistry 
being  at  that  time  only  half  finished),  the  students  are  first  intro- 
duced to  the  Physiology  of  muscle,  circulation,  blood  and  respira- 
tion, subjects  which  are  not  so  completely  dependent  on  Chemistry 
as  others.  These  subjects  are,  therefore,  finished  in  time  for 
Pathology  which  begins  the  second  year  of  the  course. 

In  the  first  semester  of  the  Sophomore  year,  the  Physiology  of 
the  nervous  system,  for  which  the  student  has  been  prepared  by 
his  cat  anatomy,  and  by  his  Neurology,  is  taken  up,  followed  by 
the  Physiology  of  the  senses.  Meanwhile  also  Physiological  Chem- 
istry begins  with  the  Sophomore  year,  having  for  its  foundation 
the  Organic  Chemistry  of  the  previous  year.  About  the  middle 
of  the  first  semester  of  the  Sophomore  year  the  study  of  secretion, 
digestion,  absorption,  excretion  and  metabolism  is  begun  and  carried 
forward  co-ordinately  in  Physiology  and  Physiological  Chemistry, 
the  former  considering  more  the  physical  and  nervous  aspects  of 
the  phenomena;  the  latter,  the  purely  chemical  side.  It  is  hoped 
by  this  plan  to  give  the  student  a detailed  yet  unified  knowledge 
of  these  all  important  subjects.  The  Physiological  Chemistry  con- 
tinues throughout  the  entire  Sophomore  year,  the  last  semester 
being  occupied  more  particularly  with  the  analysis  of  excretions, 
of  stomach  contents,  etc.,  involving  practice  in  the  methods  used 
in  actual  medical  examinations.  The  aim  is  to  make  this  part  of 
the  course  thoroughly  practical. 

Pharmacology  for  many  reasons  should  be  studied  in  the 
Sophomore  year.  For  other  reasons,  especially  that  it  may  take 
advantage  of  the  preceding  study  of  Physiology  and  Physiological 
Chemistry,  it  is  best  that  Pharmacology  be  given  in  the  third  year. 
This  plan  has  been  adopted. 

Fnysiology  Propel. 

This  subject  is  begun  in  the  second  semester  of  the  Freshman 
year.  Two  lectures,  one  recitation  and  six  hours  of  laboratory 
work  are  given  each  week.  The  laboratory  is  well  equipped  with 
modern  apparatus.  Beginning  with  the  subject  of  muscle  and 
contractibility  in  general,  the  student  is  led  to  see  that  all  external 
manifestations  of  life  take  the  form  of  motion.  In  the  laboratory 
it  is  not  believed  to  be  profitable  for  the  medical  student  to  go 
into  the  graphic  study  of  muscle  to  any  great  extent.  Enough 
experiments  are  given  to  acquaint  him  with  the  more  important 
phenomena  and  make  him  reasonably  familiar  with  the  apparatus 
and  methods. 

The  circulation  of  the  blood  is  studied  largely  on  mammals. 
The  students  work  six  at  a table  and  so  each  one  has  an  active 
part  in  each  experiment,  one  serving  as  anaesthetist,  a second  pre- 
paring the  electrical  apparatus,  a third  acting  as  operator,  etc. 
The  students  open  the  chest  and  study  the  living  heart;  they  make 


St.  Louis  University 


13 


blood  pressure  experiments;  they  study  the  effect  of  stimulation  of 
various  nerves  on  the  heart  and  blood  vessels.  Great  use  is  made 
of  Porter’s  artificial  scheme  for  making  clear  the  physics  of  the 
circulation.  The  human  pulse  and  heart  beats  are  graphically 
recorded. 

The  blood  is  studied  chiefly  from  the  physical  and  functional 
point  of  view,  the  detailed  chemistry  being  left  to  the  physiological 
chemist.  Each  student  learns  how  to  count  the  red  and  white 
corpuscles;  how  to  make  the  various  tests  for  blood;  quantitative 
and  qualitative  tests  for  haemoglobin,  including  the  use  of  various 
haemoglobinometers  and  the  spectroscope. 

Under  respiration  are  considered  chiefly  the  physical  and 
nervous  phenomena  of  external  respiration,  the  actual  use  of 
oxygen  in  the  body  being  left  for  consideration  under  metabolism. 
The  usual  graphic  experiments  are  thrown  into  the  background  for 
some  introductory  work  in  percussion  and  auscultation,  and  for 
experiments  on  the  effects  of  carbon  dioxide,  heat  and  cold  on  the 
respiratory  center.  A final  examination  on  the  work  of  this 
semester  brings  the  Freshman  Physiology  to  a close. 

In  the  first  semester  of  the  Sophomore  year,  Physiology  is 
continued,  beginning  with  the  nervous  system.  The  laboratory 
work  on  nerve,  which  is  in  most  schools  considered  in  connection 
with  muscle,  is  here  developed  both  in  lecture  and  laboratory  in 
connection  with  the  central  nervous  system.  It  is  believed  that 
this  arrangement  is  logical  not  only  from  the  standpoint  of  the 
anatomical  and  functional  relationships  of  the  peripheral  nerves 
to  the  central  system,  but  also  for  the  practical  reason  that  the 
nerve  experiments  if  given  in  the  first  year  would  crowd  out  more 
important  work  on  the  circulation,  blood  and  respiration.  Certain 
experiments,  such  as  determination  of  reaction  time,  the  behavior 
of  the  reflex  frog,  the  stimulation  of  the  cerebral  cortex  and 
of  the  anterior  and  posterior  roots  of  the  spinal  nerves  in  mammals, 
and  the  removal  of  parts  of  the  brain  complete  the  laboratory 
work  on  the  nervous  system. 

About  five  weeks  are  devoted  to  the  special  senses.  The 
lectures  take  up  both  theoretical  and  practical  phases  of  the  subject. 
In  the  laboratory  Kuehne’s  artificial  eye  is  used  to  make  the 
student  better  acquainted  with  the  problems  of  refraction  met  with 
in  vision.  The  use  of  the  ophthalmoscope  (at  least  on  the  Thoring- 
ton  eye),  perimetry  and  color  blindness  are  other  practical  topics 
taken  up  in  the  laboratory.  In  the  Physiology  of  digestion  and 
secretion  effort  is  made  to  keep  pace  with  the  great  work  now 
being  done  especially  in  Pawlow’s  laboratory  at  St.  Petersburg  and 
by  certain  English  investigators.  The  chemical  work  on  digestion 
is  left  practically  entirely  to  Physiological  Chemistry. 

A part  of  the  Physiology  course  is  the  reading  by  students  of 
important  articles  concerning  new  investigations.  Each  student 
receives  a subject  and  references.  He  must  look  up  the  latter  in 
the  library,  and  write  up  a report.  The  best  reports  presented 
are  read  before  the  class.  It  is  felt  that  this  work  serves  a 
variety  of  useful  purposes.  It  helps  the  student  to  see  that  text- 
books are  only  compilations  and  that  the  sourfces  of  these  are  the 
various  archives  and  journals  where  new  discoveries  are  reported. 
It  gives  him  some  acquaintance  with  physiological  investigations 
at  first  hand  and  shows  him  how  such  work  is  carried  on  and  made 
known  to  the  scientific  world.  It  tends  to  develop  the  critical 


14 


Buixetin  oe 


faculty  by  compelling  him  to  compare  the  views  and  work  of 
various  investigators  upon  a given  subject.  It  gives  him  some 
notion  of  the  evolution  of  the  science,  as  he  studies  the  develop- 
ment of  the  knowledge  of  a given  topic  through  a series  of  papers. 
Finally  it  affords  him  some  valuable  experience  in  writing  up  a 
subject  from  an  investigation  of  the  literature. 

The  examinations  in  Physiology  consist  of  (a)  a laboratory 
examination  in  which  the  student  is  called  on  to  repeat  unaided 
an  experiment  of  the  course,  (b)  A written  examination,  (c)  An 
individual  oral  examination.  The  final  grade  is  founded  on  the 
results  of  these  examinations,  together  with  those  of  the  weekly 
quizzes,  frequent  written  tests  and  the  laboratory  books,  which 
are  corrected  and  graded  every  two  weeks. 

Physiological  Chemistry. 

As  the  thorough  understanding  of  Physiological  Chemistry  pre- 
supposes, on  the  part  of  the  student,  a knowledge  of  inorganic 
and  organic  Chemistry,  it  is  taught  to  Sophomore  students.  The 
aim  of  the  course  is  to  give  to  our  medical  students  physio- 
logical chemistry  which  can  be  used  in  their  practice  of  medicine. 
The  scientific  side  is  emphasized  but  not  to  the  exclusion  of  the 
practical.  In  teaching  this  subject,  both  the  didactic  and  laboratory 
methods  are  used,  two  lectures  and  one  quiz  a week  being  given 
to  the  former  and  two  laboratory  periods  of  three  hours  each 
being  devoted  to  the  latter.  The  course  runs  throughout  the 
Sophomore  year. 

The  first  part  of  the  course  is  given  up  to  the  chemistry  of 
the  proteins,  carbohydrates  and  fats.  The  various  qualitative  tests 
and  a certain  number  of  quantitative  experiments  are  performed 
by  each  student.  The  chemistry  of  blood,  bone,  muscle,  cartilage, 
etc.,  is  then  studied.  The  chemistry  of  the  secretions  follows, 
especial  emphasis  being  laid  on  the  analysis  of  stomach  contents, 
faeces  and  urine. 

In  teaching  the  chemistry  of  the  secretions,  the  regular  quali- 
tative and  quantitative  tests  are  made  and  then  these  are  correlated 
with  the  shorter  clinical  methods.  These  clinical  methods  are 
demonstrated  by  the  instructor  and  performed  by  each  student. 
In  other  words,  the  aim  is  the  application  of  Physiological  Chem- 
istry to  the  needs  of  the  physician.  While  the  clinical  methods  are 
being  given,  some  attention  is  paid  to  the  meaning  of  the  patho- 
logical changes  found  in  secretions,  in  so  far  as  this  can  be  under- 
stood by  students  who  have  not  yet  had  clinical  medicine.  Inductive 
teaching  is  followed,  starting  with  the  known  normal  secretions 
and  passing  to  the  unknown  pathological  secretions. 

Notes  are  required  to  be  kept  of  the  more  important  experi- 
ments and  these  are  inspected  by  the  instructor.  Both  oral, 
practical  and  written  examinations  are  given.  The  laboratory  is 
well  equipped  and  each  student  has  an  individual  set  of  reagents 
and  a locker  in  which  his  individual  chemical  apparatus  is  kept. 

Pharmacology. 

The  course  in  Pharmacology  is  planned  to  give  to  the  student 
a knowledge  of  those  drugs  which  will  be  of  the  most  importance 
to  him  in  the  prophylaxis  and  therapeutics  of  disease.  The  course 
embodies  the  essentials  of  pharmacy,  prescription  writing,  chem- 


St.  Louis  University 


15 


istry  of  drugs,  pharmacognosy,  toxicology,  and  pharmacology  or 
pharmacodynamics.  Pharmacology  in  its  broad  sense  includes 
all  of  these  branches,  but  in  its  restricted  sense  it  refers  to  the 
action  of  drugs  on  the  body  and  the  action  of  the  body  on  the 
drugs.  The  course  differs  from  the  usual  courses  given  under 
the  name  of  Materia  Medica  in  that  the  physiological  action 
of  the  chemical  agents  is  thoroughly  studied  by  the  laboratory 
method,  and  receives  the  bulk  of  the  time  allotted  to  the  subject, 
while  the  pharmacognosy  or  the  botany  of  drugs,  which  in  the 
old  course  was  given  much  time,  is  treated  in  a more  limited 
manner. 

Three  lectures  are  given  per  week  to  the  junior  class  during 
the  first  semester.  A portion  of  each  lecture  period  is  used  for 
review  or  recitation  upon  work  considered  in  previous  lectures, 
and  upon  the  textbook  references.  Two  laboratory  periods  of  three 
hours  each  are  required  for  each  week.  The  laboratory  work  is 
supplemental  to  the  lectures. 

In  the  earlier  part  of  the  course,  the  essentials  of  pharmacy, 
the  methods  of  preparation  and  dispensing  of  drugs,  the  incom- 
patibilities likely  to  occur  in  prescribing,  and  a necessary  amount 
of  chemistry  of  drugs  are  presented  to  the  student,  both  in  the 
lecture  and  laboratory.  This  portion  of  the  laboratory  work  is 
done  in  the  Physiological  Chemistry  laboratory,  which  is  thor- 
oughly fitted  up  for  chemical  work. 

The  laboratory  work  on  the  physiological  action  of  drugs 
consists  chiefly  of  experiments  upon  mammals.  Frogs  are  used 
whenever  they  serve  the  purpose  fully.  This  part  of  the  work 
is  done  in  the  physiological  laboratory,  which  is  well  adapted 
to  the  purpose.  The  students  carry  on  their  experiments  after 
the  same  general  methods  as  were  taught  them  in  their  Physio- 
ology  of  the  preceding  year.  Such  experiments  are  performed  as 
the  following:  The  production  of  tetanus  in  frog  by  strychnine; 
the  effect  of  caffeine  on  blood  pressure  and  kidney  excretion; 
the  effect  of  quinine  on  differentiated  protoplasm;  the  production 
of  diuresis  by  certain  salts,  as  sodium  sulphate  and  sodium  citrate; 
poisoning  by  morphine  and  treatment;  poisoning  by  carbolic  acid 
and  its  treatment;  effects  of  nitro-glycerin,  digitalis,  alcohol,  etc., 
on  the  blood  pressure,  heart,  kidney,  etc. 

The  student  thus  gains  a knowledge  of  the  action  of  drugs 
based  upon  experimental  evidence  which  enables  him  to  prescribe 
knowing  just  what  result  he  can  expect.  Too  much  stress  cannot 
be  placed  upon  this,  as  empirical  therapeutics  is  highly  unsatis- 
fying and  is  doomed  to  be  replaced  by  an  exact  and  scientific 
therapeutics. 


16 


Bulletin  oe 


Department  of  Pathology  and  Bacteriology. 

General  Statement. 

Pathology  is  the  connecting  link  between  the  laboratory  and 
the  clinic.  Its  understanding  requires  a knowledge  and  training 
in  Anatomy  and  Physiology  that  is  gained  in  the  beginning  of  the 
medical  school  course  and  is  explanatory  of  the  phenomena  that 
are  seen  in  the  hospitals  and  clinics  later  on. 

The  regular  class  work,  beginning  in  the  second  year,  is 
devoted  to  the  systematic  study  of  pathological  changes.  Each 
organ  of  the  body  is  taken  up  in  turn  and  microscopical  sections 
showing  the  most  important  and  frequent  alterations  are  studied. 

Knowledge  gained  in  the  intimate  study  of  the  lesion  is 
applied  in  the  examination  of  fresh  material  from  the  surgical 
operating  table  and  the  autopsy  room.  Effort  is  made  to  have 
every  microscopical  picture  accompanied  and  completed  by  a 
demonstration  of  the  same  process  in  the  gross  material. 

The  class  is  divided  into  small  sections  which  are  taken 
weekly  to  the  City  Hospital  for  instruction  in  autopsy  technique 
and  in  the  recognition  of  gross  lesions.  Other  autopsies  at  the 
various  affiliated  hospitals  are  performed  to  class  sections  as  the 
opportunity  presents  itself.  Much  surgical  material  is  sent  to  the 
laboratories  for  diagnosis  and  all  of  this  is  utilized  for  class 
demonstrations. 

For  a limited  number  of  students  who  wish  to  become  more 
practiced  in  the  technique  of  laboratory  methods,  preparation  of 
material,  embedding,  staining  and  the  use  of  the  freezing  micro- 
tome for  rapid  diagnosis  the  facilities  are  at  hand  and  such  work 
is  always  encouraged. 

Equipment. 

The  laboratories  for  this  department  consist  of  a large  well 
lighted  laboratory  with  ample  capacity  for  over  a hundred  students, 
a research  laboratory,  preparation  rooms  and  private  rooms  for 
the  heads  of  the  depatment. 

The  laboratories  are  equipped  with  one  hundred  and  fifty 
modern  Leitz  microscopes  (which  are  used  in  common  with  histol- 
ogy), oil  immersion  lenses,  microtomes  and  all  necessary  materials 
for  teaching  and  research  in  Pathology  and  Bacteriology. 

In  the  pathological  research  laboratory  is  ample  equipment 
for  all  kinds  of  histological  work,  including  paraffin,  celloidin  and 
freezing  methods  of  tissue  preparation,  microtomes,  incubators, 
thermostats,  reagents,  Gruebler’s  stains,  museum  jars,  glassware, 
etc.  Also  there  is  complete  equipment  for  serum  and  immunity 
work. 

The  material  for  teaching  and  research  purposes  represents 
the  accumulation  of  carefully  selected  tissues  from  autopsies  and 
surgical  operations  that  have  been  collected  for  a number  of 
years  and  also  examples  of  rare  diseases  that  have  been  obtained 
from  abroad.  All  material  intended  for  microscopic  study  is 
preserved  in  Zenker’s  fluid,  formol,  and  alcohol,  and  is  rendered 
available  for  instant  use  by  means  of  a card  catalogue  system, 
which,  used  in  connection  with  sample  slides  and  careful  descrip- 
tion of  all  material  sent  to  the  laboratory  obviates  any  waste 
of  time  in  finding  any  and  all  tissues  desired. 


St.  Louis  University 


17 


Material  for  gross  demonstrations  comprises  several  hundred 
museum  specimens  covering  a great  variety  of  special  lesion  and 
including  malignant  and  benign  new  growths.  At  present  all 
specimens  are  prepared  by  the  Kaiserling  method  whereby  the 
normal  colors  of  the  tissues  are  preserved  thus  making  them  much 
more  valuable  for  class  demonstration. 

Outline  of  Course  in  Pathology. 

The  course  in  pathology  consists  of  laboratory  work,  demon- 
strations, post-mortem  examinations,  lectures  and  recitations.  The 
aim  of  the  course  being  to  have  practical  work  always  predominate. 

Lectures  are  given  twice  a week.  It  is  the  object  of  the 
lecturer  to  cover  in  the  course  of  a year  all  of  the  essential  points 
in  general  and  special  Pathology.  The  topics  of  the  lectures  precede 
the  laboratory  work  so  that  the  student  has  fresh  in  mind  a general 
survey  of  a given  subject  immediately  before  he  begins  its  more 
specific  study  with  tissue  and  miscroscope. 

The  following  order  is  observed  in  the  study  of  pathologic 
processes: 

Inflammation  (including  exudation,  proliferation,  phagocytosis, 
regeneration  and  repair). 

Retrograde  processes  (including  cloudy  swelling,  necrosis,  cal- 
cification, fatty  infiltration,  fatty  degeneration,  awyloid,  glycogenic 
and  hydropic  infiltration,  hyalin,  mucoid  and  colloid  degeneration, 
pigmentation,  etc.). 

Atrophy,  hypertrophy  and  hyperplasia. 

The  lesions  produced  by  bacteria. 

The  lesions  produced  by  protozoa. 

Immunity. 

The  pathology  of  the  blood. 

The  pathology  of  the  circulatory  system. 

New  growths  (malignant  and  benign). 

The  pathology  of  the  respiratory  system. 

The  pathology  of  the  genito-urinary  system. 

The  pathology  of  glandular  organs. 

The  pathology  of  the  nervous  system. 

Six  hours  a week  throughout  the  year  are  devoted  to  laboratory 
work.  Each  man  mounts  and  keeps  his  own  specimens.  Every 
specimen  must  be  drawn  and  objectively  described  and  deduction 
made  from  the  observation.  Every  drawing  and  description  is 
submitted  to  an  instructor  and  must  be  satisfactory  before  it  is 
passed  by  him.  There  is  one  instructor  to  each  fifteen  men  in  the 
laboratory. 

The  department  is  fortunate  in  having  instructors  only  who 
have  had  special  training  in  some  of  the  best  pathological  labora- 
tories in  this  country  and  in  Europe. 

In  addition  to  the  microscopic  work,  demonstrations  are  given 
of  gross  lesions,  both  by  means  of  fresh  material  and  Kaiserling 
preparations  so  that  a knowledge  of  the  gross  appearance  goes 
along  with  the  study  of  microscopic  changes. 

The  autopsy  work  is  done  mainly  at  the  City  Hospital,  and 
the  class  is  divided  into  sections  of  ten  or  fifteen  men  so  that 
each  student  can  actually  participate  in  the  work  and  have  the 
opportunity  of  closely  observing  and  handling  the  organs  and 
tissues.  After  seeing  the  autopsy,  the  student  prepares  a protocol 


18 


Bulletin  oe 


which  includes  an  objective  description  of  the  autopsy  from  begin- 
ning to  end  and  a summary  of  post-mortem  findings.  While  the 
work  in  the  class  room  is  mainly  for  the  systematic  study  of 
lesions  independently,  the  autopsy  room  on  the  other  hand  furnishes 
an  opportunity  for  the  study  of  organs  in  situ  and  a consideration 
of  the  interdependent  relations  of  various  lesions,  as  for  example 
the  combination  of  interstitial  nephritis  and  cardiac  hypertrophy. 

Modern  methods  of  rapid  microscopic  diagnosis  by  means  of 
teased  preparations  and  frozen  sections  are  taught  and  the  im- 
portance of  microscopic  examination  of  all  tissue  removed  surgi- 
cally is  insisted  upon. 

The  following  is  a list  of  the  specimens  given  to  the  class  for 
study,  description,  drawing  and  diagnosis  during  the  school  year 
of  1904-1905: 


Blood  clot. 

Normal  rabbit’s  ear. 

Normal  tissue  elements. 

Rabbit  ear,  hot  water  54. 

Serous  exudation. 

Rabbit  ear,  croton  oil. 

Serous  purulent  exudation. 
Rabbit  muscle  of  back,  croton 
oil  24  hours. 

Purulent  exudation. 

Lung,  acute  pleurisy,  pneumonia. 

Mono-nuclear  phagocytes. 

Lung,  acute  pleurisy,  pneumonia 
(.emphysema). 

Mono-nuclear  phagocytes. 

Lung,  acute  pleurisy,  pneumonia. 

Polynuclear  phagocytes. 
Diphtheria  of  trachea. 

Fibrinous  exudation. 

Kidney  abscess. 

Abscess  of  liver. 

Pleurisy,  organizing. 

Repair. 

Pericarditis,  organizing. 

Repair. 

Pneumonia. 

Repair. 

Muscle  of  rabbit  five  days  after 
croton  oil. 

Repair. 

Ovarian  abcess,  granulation 
tissue. 

Muscle  suture  four  days  after 
foreign  body. 

Muscle  suture  forty-two  days 
after  foreign  body. 

Cyst  of  the  broad  ligament. 

Giant  cell  phagocytes. 

Cloudy  swelling. 

Degeneration. 

Cloudy  swelling,  liver. 


Liver,  heart  and  kidney,  fatty 
degeneration. 

Frozen  section. 

Infarct  of  kidney  and  spleen. 

Degeneration,  necrosis. 

Liver,  central  necrosis. 

Degeneration,  necrosis. 

Liver,  central  necrosis  with 
leukemia. 

Calcification. 

Lime  salts. 

Colloid  kidney. 

Gout. 

Liver,  amyloid. 

Spleen,  amyloid. 

Kidney,  amyloid. 

Heart,  brown  atrophy. 

Atrophy  and  pigment. 

Liver,  brown  atrophy. 

Atrophy  and  pigment. 

Liver,  pernicious  anemia  also 
central  necrosis. 

Haematog.  pigment  iron  reaction 
Liver,  malaria. 

Haematog.  pigment  iron  reaction 
Spleen,  malaria. 

Haematog.  pigment  iron  reaction. 
Liver,  jaundice. 

Haematog.  pigment  iron  reaction. 
Skin,  Addison’s  disease. 

Autochthonous  pigment. 

Lymph  Nodes,  anthracosis. 

Extraneous  pigment. 

Acute  pericarditis. 

Acute  endocarditis,  mitral. 

Acute  endocarditis,  mitral. 

Acute  myocarditis. 

Heart,  hypertrophy. 

Chronic  myocarditis. 

Heart,  thrombus. 

Vein,  thrombus. 


St.  Louis  University 


19 


Aorta,  arterio-sclerosis. 

Aorta,  arterio-sclerosis. 

Kidney,  arterio-sclerosis. 

Lung,  chronic  passive  congestion. 
Spleen,  chronic  passive  conges- 
tion. 

Liver,  chronic  passive  congestion. 
Heart,  infarct. 

Spleen  and  kidney,  infarct. 
Myelogenous  leukaemia,  blood  clot. 
Myelogenous  leukaemia,  marrow. 
Myelogenous  leukaemia,  liver. 
Lymphatic  leukaemia,  liver. 

Heart  abscess,  S.  P.  Aureus. 
Abscess  of  lung. 

Skin,  phlegmon,  streptococus. 
Acute  myostis,  streptococcus. 
Acute  meningitis,  meningococcus. 
Acute  meningitis,  anthrax. 

Liver. 

Broncho-pneumonia,  B.  Cap. 
Diphtheria  tonsil. 

Anthracosis  and  broncho-pneu- 
monia, lung. 

Anthracosis,  lung. 

Liver,  B.  Aerogenes  Cap. 

Lung,  miliary  tuberculosis. 

Liver,  miliary  tuberculosis. 

Spleen,  miliary  tuberculosis. 
Kidney,  miliary  tuberculosis. 
Lung,  miliary  T.  B.  caseous 
pneumonia. 

Lung,  tuberculosis  pneumonia. 
Lung,  tuberculosis  pneumonia. 
Lung,  T.  B.  gelatinous  infiltration 
Lung,  T.  B. 

Lung,  T.  B.  bronchitis  and 
peribronchitis. 

Lung,  cavity  wall. 

Lung,  cavity  wall. 

Intestine,  tuberculosis. 

Testicle,  tuberculosis. 

Fallopian  tubes,  tuberculosis. 
Kidney,  T.  B.  pyelonephritis. 
Lymph  node  cervical,  tuberculosis. 
Lymiph  node  cervical,  tuberculosis. 
Pleura,  tuberculosis. 

Pericardium,  tuberculosis. 

Cord,  tuberculosis. 

Brain,  tuberculosis. 

Brain,  solitary  tubercle. 

Syphilis,  gumma  of  testicle. 
Syphilis,  gumma  of  liver. 

Syphilis,  liver. 

Actinomycosis,  liver. 
Actinomycosis,  lung. 


Actinomycosis,  cow’s  udder. 
Colon,  diphtheritic  colitis. 

Colon,  amoeba  coli. 

Liver,  amoeba  coli. 

Ileum,  early  typhoid. 

Ileum,  typhoid. 

Ileum,  typhoid. 

Lymph  node,  typhoid. 

Spleen,  typhoid. 

Liver,  typhoid. 

Small-pox,  pustule. 

Small-pox,  vesicle. 

Fibroma  durum. 

Fibroma  multiple. 

Fibroma,  oedematous. 

Myxoma. 

Chondroma. 

Chondroma. 

Lipoma. 

Leiomyoma. 

Sarcoma,  spindle-cell. 

Sarcoma,  round-cell. 

Sarcoma,  giant-cell. 

Sarcoma,  melanotic. 

Sarcoma,  melanotic. 

Sarcoma,  lympho. 

Adrenal  of  kidney  and  adrenal. 
Adrenal  of  lung. 

Cavernoma  of  the  liver. 
Perithelial  angio-sarcoma. 

Lymph  endothelioma. 

Malignant  adenoma. 

Breast  in  lactation. 

Carcinoma  of  breast. 

Carcinoma  of  breast,  scirrhous. 
Carcinoma  of  stomach. 
Carcinoma,  colloid. 

Carcinoma,  epidermoid. 
Adeno-cystoma  of  ovary. 
Papillary  adeno-cystoma  of  ovary. 
Intracanalicular  pap.  adeno- 
fibroma. 

Wen. 

Teratoma. 

Chorion  epithelioma. 

Kidney,  acute  exudate 
glomeruli  nephritis. 

Kidney,  acute  capsular 
glomeruli  nephritis. 

Kidney,  acute  intracapsular 
glomeruli  nephritis. 

Kidney,  sub-acute. 

Kidney,  chronic  glomeruli 
nephritis. 

Kidney,  amyloid  nephritis. 
Kidney,  acute  pyelonephritis, 


20 


/ 


BULLETIN  OP 


Liver,  atrophic  cirrhosis. 

Liver,  multilobular  cirrhosis. 
Liver,  hypertrophic  cirrhosis. 
Liver,  fatty  cirrhosis. 

Liver,  abscess. 

Fat  necrosis  of  abdominal  wall. 


Pancreas,  diabetes. 

Liver,  acute  yellow  atrophy. 
Acute  interstitial  nephritis. 
Trichinosis,  muscle. 

Gliosis. 

Tabes,  four  levels. 


Surgical  Pathology. 

The  repair  of  wounds,  the  consideration  of  new  growths  and 
other  conditions  demanding  surgical  interference  are  dealt  with 
in  the  general  course;  special  instruction  is  given  to  those  wishing 
advanced  work  in  this  department. 


Neuro-Pathology. 

An  opportunity  is  given  for  special  work  in  the  pathology  of 
the  diseases  of  the  nervous  system. 


Research  Courses. 

Every  encouragement  will  be  given  to  men  who  wish  to 
undertake  research  work.  A limited  number  who  desire  can  receive 
instruction  in  methods  of  fixing,  mounting  and  cutting  sections,  and 
in  the  various  differential  stains,  and  all  essential  features  of 
pathological  technique. 


Bacteriology  and  Parasitology. 

A course  of  lectures,  quizzes  and  laboratory  work  in  Bacter- 
iology is  given,  in  which  all  the  important  pathogenic  and  non- 
pathogenic  bacteria  are  studied.  In  the  laboratory  the  student 
makes  his  own  cultures,  follows  their  development,  and  submits 
them  to  the  various  diagnostic  tests.  Whenever  possible,  the  patho- 
genic effects  of  organisms  are  demonstrated  by  animal  inoculations. 
Especial  emphasis  is  laid  upon  the  cultural,  tinctorial,  patho- 
genic, and  other  characteristics  of  the  forms  studied,  in  order  to 
familiarize  the  student  with  the  methods  of  bacteriological  diag- 
nosis. The  examination  of  water,  milk,  sputum,  pus,  etc.,  is  made 
a feature  of  the  laboratory  course.  The  diagnosis  of  typhoid  by 
the  Widal  reaction  is  carefully  taught.  The  laboratory  is  equipped 
with  the  necessary  reagents  and  apparatus,  a separate  outfit  being 
assigned  to  each  student  and  a homogeneous  immersion  objective 
for  individual  use  in  all  sections  not  exceeding  thirty  students. 
About  seventy  different  forms  of  bacteria  are  maintained  in  stock 
cultures  for  instruction  and  research. 

The  large  and  growing  importance  of  the  study  of  animal 
parasites,  especially  the  protozoa,  as  the  causative  factors  of  such 
diseases  as  malaria,  syphilis,  uncinariasis,  trypanosomiasis,  etc., 
constantly  becomes  more  evident.  Already  they  are  second  only 
to  bacteria  as  pathogenic  agents.  Consequently  no  medical  cur- 
riculum can  be  regarded  as  complete  in  which  they  do  not  receive 
adequate  treatment.  A brief  course  of  lectures,  quizzes  and 
demonstrations  is  therefore  offered,  in  which  the  structures,  life- 
histories,  pathogenic  effects  and  diagnostic  characters  of  the  more 
important  animal  parasites  of  man  are  considered.  Especial  atten- 
tion is  given  to  the  pathogenic  protozoa,  inasmuch  as  these  produce 
the  most  wide  spread  and  clinically  important  of  the  parasitic 
diseases.  As  soon  as  feasible  the  course  in  Parasitology  will  be 


St.  Louis  University 


21 


expanded  to  a full  laboratory  course.  Among  others,  the  following 
parasitic  diseases  are  discussed:  Amoebic  dysentery,  typanoso- 
miasis  of  man  and  domestic  animals,  syphilis,  relapsing  fever, 
malaria,  coccidiosis,  pyroplasmosis  of  man  and  animals,  distomiasis, 
taeniasis,  ascaridiasis,  trichinosis,  filariasis,  uncinariasis,  scabies. 

So  far  as  the  facilities  of  the  laboratory  permit,  every  oppor- 
tunity and  encouragement  is  afforded  to  men  who  are  qualified 
and  desire  to  undertake  research.  The  methods  of  fixing,  mounting 
and  cutting  sections,  and  differential  staining,  as  well  as  the  latest 
and  best  methods  of  cultivating  and  studying  bacteria  and  other 
parasites  are  fully  taught.  The  individual  needs  of  the  student  will 
be  considered  rather  than  the  giving  of  the  same  work  to  all,  and 
an  attempt  made  to  allow  the  student  to  develop  his  personality 
along  the  lines  which  seem  best  fitted  for  him. 


Department  of  Chemistry. 

The  work  done  in  general  chemistry  necessarily  comprises 
lectures  on  the  principles  and  facts  of  the  science,  laboratory  prac- 
tice and  quiz  and  drill  exercises.  Research  work  is  almost  con- 
stantly carried  on  in  this  laboratory.  Of  course,  students  must 
have  mastered  more  than  the  regular  chemical  course,  now  required, 
before  they  can  pretend  to  do  research  work. 

During  the  past  century  chemical  research  has  been  prosecuted 
with  great  energy  by  able  men  and  has  resulted  in  a vast  increase 
in  knowledge  of  chemical  facts,  and  of  the  underlying  general  laws 
of  the  science.  Modern  medicine  utilizes  many  of  these  advances 
in  both  these  directions.  Since  it  has  been  found  impossible  to 
increase  the  time  devoted  to  chemistry  in  medical  schools,  the  effec- 
tive presentation  of  the  facts  and  principles  required,  necessitates 
judicious  selection  of  matter  and  improved  methods  of  teaching. 
With  this  end  in  view,  the  history  of  the  beginning  of  the  “new 
chemistry”  at  the  end  of  the  18th  century  is  dealt  with  briefly  in 
this  laboratory.  Manufacturing  processes,  to  which  some  text  books 
devote  considerable  space,  are  mostly  obsolete,  and  are  not  required 
for  the  purpose  in  hand,  hence  the  greatest  stress  is  laid  on  the 
underlying  general  principles  and  laws  which  are  of  present  and 
permanent  value. 

The  medical  student  of  to-day  must  be  made  familiar  with  the 
leading  analytical  tests  of  inorganic  and  organic  chemistry;  he 
should  be  able  to  make  delicate  tests,  say  for  arsenic  and  sub- 
limate, strychnine,  cocaine  and  the  like,  and  he  should  be  able  to 
distinguish  synthetics  and  other  organic  chemicals  now  common  in 
medical  practice.  Hence  time  must  be  saved  by  shortening  chemical 
procedure.  This  is  most  readily  and  elegantly  effected  by  making 
the  use  of  the  microscope  as  common  and  as  essential  as  the  use 
of  the  test  tube. 

It  is  in  this  spirit  that  we  have  endeavored  for  many  years  to 
conduct  the  laboratory  work  in  chemistry. 


22 


Bulletin  of 

Library.  \ 

Although  a number  of  medical  schools  have  provided  trained 
instructors,  good  laboratories  and  equipments,  but  few  have  as  yet 
realized  that  the  maintenance  of  high  grade  work  is  largely  depen- 
ent  upon  a good  library. 

For  the  instructor  it  is  a necessary  aid.  Not  many  years  have 
passed  since  the  instructor  in  the  fundamental  branches  was  like- 
wise a busy  practitioner,  who  did  all  that  could  have  been  expected 
when  he  gave  the  student  an  outline  of  the  ideas  embodied  in 
a chosen  text.  A decided  advance  was  made  when  the  instructor 
no  longer  relied  upon  a single  textbook  but  gathered  his  information 
from  the  latest  books  in  English,  German  and  French.  To-day  the 
latest  and  best  textbooks  can  be  scarcely  more  than  a general 
guide  for  the  student.  The  information  contained  therein  must  be 
supplementea  and  corrected  by  the  most  recent  advances  recorded 
in  the  current  journals. 

For  the  student,  the  library  is  likewise  of  great  value.  He  is 
led  to  the  sources  of  information.  He  learns  how  to  find  the 
literature  on  a given  topic,  and  shortly  realizes  that  the  statements 
made  by  different  writers  are  often  widely  at  variance.  He  sees 
the  vast  amount  of  work  that  is  being  done  in  all  lines  and  realizes 
the  fact  that  comparatively  little  is  known  in  any  department  of 
medicine.  Above  all  he  is  brought  in  direct  contact  with  the  world’s 
greatest  minds,  and  is  thereby  stimulated  to  contribute  something 
to  the  progress  of  medicine. 

For  the  investigator,  the  library  is  indispensable.  He  must 
not  only  know  what  has  been  done  in  the  past  by  those  who  have 
developed  the  various  branches,  but  also  know  what  is  being 
done  at  present  in  his  particular  field.  Moreover,  he  must  be  able 
to  foresee  from  the  present  trend  of  investigation  what  lines  are 
going  to  yield  the  most  important  results  in  the  near  future. 

Thus  for  the  instructor,  student  and  investigator,  the  library 
is  as  necessary  as  the  laboratory. 

The  nucleus  of  a library  in  the  Medical  School  of  St.  Louis 
University  has  been  formed  by  bringing  together  books  belonging 
to  the  University  and  to  members  of  the  faculty  and  by  the  generous 
subscriptions  of  several  members  of  the  faculty,  and  friends  of  the 
University.  The  library  is  located  on  the  second  floor  of  the  main 
building,  and  is  open  to  students  from  8 in  the  morning  to  5 in  the 
afternoon.  The  reading  room,  which  is  25x25  ft.,  is  well  lighted 
and  ventilated.  The  librarian  is  in  constant  attendance  to  issue 
books  and  journals. 

The  library  is  intimately  associated  with  and  largely  supported 
by  the  Students’  Co-operative  Store.  The  store  is  intended  to 
furnish  students  with  all  books,  instruments  and  supplies  necessary 
for  their  school  work  at  or  below  the  regular  market  prices.  The 
store  is  given,  free  of  cost,  convenient  quarters  in  connection  with 
the  library  and  the  entire  net  proceeds  are  used  for  the  support 
of  the  library. 

From  the  experience  of  other  institutions  it  is  confidently 
believed  that  the  revenue  derived  from  this  source  will  be  suffi- 
cient to  maintain  the  present  subscriptions  for  journals  and  to 
add  such  others  as  may  be  thought  desirable.  There  will  also 
be  added  to  the  library  from  time  to  time,  as  the  fund  will  permit, 
important  medical  treatises,  memoirs  and  monographs  dealing  with 


St.  Louis  University 


23 


anatomical,  physiological,  pathological,  chemical  and  clinical  sub- 
jects, also  all  the  standard  text-books;  but  for  more  expensive  and 
valuable  accessions,  such  as  complete  sets  of  the  standard  journals, 
the  library  must,  in  the  future,  as  in  the  past,  rely  upon  the  kind- 
ness of  its  friends.  In  no  way  can  friends  of  the  University  better 
aid  it  at  the  present  time  than  by  purchasing  for  the  library  the 
back  files  of  important  publications. 

In  addition  to  the  American  weekly  and  monthly  medical 
publications  the  following  scientific  journals  are  received: 
American  Journal  of  Anatomy. 

American  Journal  of  the  Medical  Sciences. 

American  Journal  of  Physiology. 

American  Naturalist. 

Anatomischer  Anzeiger. 

Anatomische  Hefte. 

Annales  de  1*  Inst.  Pasteur. 

Arbeiten  aus  d.  Kaiserl.  Gesundheitsamte. 

Archiv  f.  Anatomie  u.  Entwickelungsgeschichte. 

Archiv  f.  d.  Gesammte  Physiologie. 

Archiv  f.  Entwickelungsmechanik  der  Organism en. 

Archiv  f.  Hygiene. 

Archiv  f.  Mikroskopische  Anatomie. 

Archiv  f.  Pathol.  Anatomie  und  Physio,  und  f.  Klinishe  Medicin. 
Archiv  f.  Physiologie. 

Archiv  f.  Protistenkunde. 

Archiv  f.  Verdauungs-Krankheiten. 

Archives  de  Biologie. 

Archives  de  V Anat.  Microscopique. 

Archives  de  Medicine  Experimentale. 

Archives  de  Zoologie  Experimentale. 

Archives  Italiennes  de  Biologie. 

Archivio  Italiano  di  Anat.  e.  d’  Embryologia. 

Beitrage  zur  Pathologie. 

Berliner  Klin.  Wochenschrift. 

Bibliographie  Anatomique. 

Biochemisches  Centralblatt. 

Biological  Bulletin. 

Biologisches  Centralblatt. 

British  Medical  Journal. 

Bulletin  de  l’lnstitut  Pasteur. 

Bulletin  et  Memoires  de  la  Societe  Anatomique  de  Paris. 
Bulletin  of  Johns  Hopkins  Hospital. 

Centralblatt  f.  Allgemeine  Pathologie  und  Pathologische  An- 
atomie. 

Centralblatt  f.  Bakteriologie. 

Centralblatt  f.  Innere  Medicine. 

Centralblatt  f.  d.  Med.  Wissenschaft. 

Centralblatt  f.  Nervenheilkunde. 

Comptes  Rendus  Hebdomadaire  des  Seances  de  la  Societe  de 
Biol. 

Deutsche  Medicinische  Wochenschrift. 

Ergebnisse  d.  Anat.  u.  Entwicklungsgeschichte. 

Ergebnisse  d.  allgem.  Pathol,  u.  Pathol.  Anat.  d.  Menchen  u. 
Thiere. 

Ergebnisse  der  Physiologie. 

Index  Medicus. 

Internationale  Monatsschrift  fur  Anatomie  und  Physiologie. 
Jahresberichte  uber  die  Fortschritte  der  Anatomie  und  Ent- 
wickelungsgeschichte. 


24 


Bulletin  oe 


Jahresberichte  u.  d.  Fortschritte  d.  Lehre  von.  der  patbologenen 
Mikroorganismen. 

Jahresberichte  iiber  die  Leistungen  und  Fortschritte  in  der 
gesammten  Medicine.  Virchow  and  Hirsch. 

Jenaische  Zeitschrift. 

Jour,  de  1’  Anat.  et  la  Physiol.  Norm,  et  Pathol. 

Journal  of  Anatomy  and  Physiology. 

Journal  of  Comparative  Neurology. 

Journal  of  Experimental  Medicine. 

Journal  of  Experimental  Zoology. 

Journal  of  Infectious  Diseases. 

Journal  of  Medical  Research. 

Journal  of  Pathology  and  Bacteriology. 

Journal  of  Physiology. 

Journal  de  Physiologie  et  de  Pathologie  Generale. 

La  Cellule. 

Lancet. 

La  Neuroaxe. 

Mittheilungen  aus  der  Zoologischen  Station  zur  Neapel. 

Morphologisches  Jahrbuch. 

Muenchener  Med.  Wochenschrift. 

Nature. 

Neurologisches  Centralblatt. 

Quarterly  Journal  of  Microscopical  Science. 

Revue  Generale  de  Histologie. 

Schmidt’s  Jahrbucher  der  in-  und  auslandischer  gesammten  Med. 

Science. 

Therapie  der  Gegenwart. 

Wiener  Klinische  Wochenschrift. 

Zeitschrift  f.  Allgemeine  Physiologie. 

Zeitschrift  f.  Biologie. 

Zeitschrift  f.  die  Gesammte  Therapie. 

Zeitschrift  f.  Hygiene  u.  Infeetionskrankheiten. 

Zeitsch.  f.  Morphologie  u.  Anthropologie. 

Zeitschr.  f Physiol.  Chemie. 

Zeitschrift  f.  Wissenschaft.  Mikroskopie. 

Zeitschrift  f.  Wissenschaft.  Zoologie. 

Zentralblatt  f.  die  Gesammte  Therapie. 

Zentralblatt  f.  Physiologie. 

Zoologisches  Zentralblatt. 

Complete  files  of  some  of  these  are  already  on  the  shelves, 
and  others  will  be  added  as  rapidly  as  funds  become  available. 

Physicians  and  friends  of  the  Medical  School  are  urged  to 
send  to  the  library  any  books  or  journals  for  which  they  have 
no  immediate  use  and  to  subscribe,  to  the  extent  of  their  ability, 
to  the  library  fund. 

The  privileges  of  the  library  are,  under  proper  restrictions, 

extended  to  physicians  and  others  not  directly  connected  with  the 

College. 

Acknowledgment  is  made  to  the  following  for  donations  to 
the  library: 

C.  Barck,  A.  C.  Bernays,  Y.  H.  Bond,  H.  H.  Born,  O.  H.  Brown, 

C.  G.  Chaddock,  G.  C.  Crandall,  J.  H.  Duncan,  A.  C.  Eycleshymer, 

Jacob  Geiger,  C.  Hinrichs,  B.  M.  Hypes,  H.  P.  Johnson,  J.  R. 
Lemen,  Bransford  Lewis,  C.  Loeb,  H.  W.  Loeb,  E.  P.  Lyon,  C.  D. 
Lukens,  M.  C.  Marshall,  C.  H.  Neilson,  C.  M.  Nicholson,  Peter 
Potter,  S.  I.  Schwab,  M.  G.  Seelig,  Hugo  Summa,  R.  L.  Thompson, 
J.  M.  Wilson,  T.  C.  Witherspoon. 


25 


St.  Louis  University 

Research.  ' ^ 1 

The  research  method  in  medicine  is  hut  the  further  develop- 
ment of  the  inquisitive  method  which  in  turn  is  as  old  as  medicine 
itself.  The  problems  which  confront  the  practitioner  are  solved 
by  methods  essentially  like  those  employed  by  the  investigator. 
Rarely  has  the  physician  carefully  followed  a disease  through  its 
various  phases  without  being  rewarded  by  finding  out  something 
new.  These  new  things  may  be  stored  away  as  a part  of  what 
is  called  experience  and  thus  add  to  individual  knowledge,  or  they 
may  form  the  starting  point  of  a systematic  study,  resulting  in  the 
discovery  of  new  facts  or  the  establishment  of  new  laws,  which 
through  publication  become  an  addition  to  human  knowledge.  The 
latter  type  of  work,  although  an  outgrowth  of  the  former,  embodies 
the  highest  ideals  and  is  dignified  by  the  term  research. 

There  is  no  longer  room  to  question  the  value  of  research  as 
a great  factor  in  the  growth  of  the  modern  medical  school.  The 
only  question  is  how  can  it  best  be  encouraged  and  fostered. 

The  first  step  has  usually  been  taken  by  securing  men  for 
instructors,  who  have  been  trained  in  schools  where  research  as 
well  as  teaching  has  been  emphasized.  The  importance  of  this 
initial  step  is  nowhere  better  set  forth  than  in  an  address  by  Barker, 
from  which  the  following  quotation  is  taken:  “Each  leader  in  a 
department  of  a true  university  is  both  a teacher  and  an  investi- 
gator. The  really  great  teachers  have  always  been  investi- 
gators. The  really  great  investigators  have  always  been 
teachers,  though  not  always,  perhaps,  of  large  groups  of 
students,  nor  always,  it  must  be  admitted,  in  their  own  gener- 
ation. It  is  highly  desirable  that  the  two  faculties  of  teach- 
ing and  discovering  be  combined  in  every  university  pro- 
fessor. There  may  be  a place  for  the  non-investigating  teacher  in 
a college  or  seminary,  but  he  is  certainly  out  of  his  sphere  as  the 
leader  in  a department  in  a university.  The  great  investigator, 
on  the  other  hand,  who  cannot  teach  students  directly  may  probably 
be  housed  and  cared  for  in  a,  university,  for  the  sake  of  the 
contributions  which  he  will  make  to  knowledge,  and  the  prestige 
his  work  will  bring  to  the  institution;  but  the  department  in  which 
he  works  should  also  be  represented  by  other  men  who  can  both 
investigate  and  teach.  I am  convinced  that  the  influence  for  any 
considerable  length  of  time,  of  a non-investigating  teacher  cannot 
fail  to  be  actually  harmful  to  a student.” 

Having  secured  the  type  of  man  as  a teacher,  the  next  question 
is  how  shall  the  student  be  trained  that  in  later  life  he  will 
contribute  something  to  human  knowledge.  In  the  first  place 
the  inspiration  received  from  a teacher,  who  is  himself  an  investi- 
gator and  an  authority  in  his  one  particular  field  cannot  fail  to  be 
a powerful  stimulus  in  the  right  direction.  In  the  second  place, 
all  the  class  work  should  be  carried  on  in  such  a manner  that  it 
is  preparatory  to  independent  thought. 

In  Chemistry,  Anatomy,  Physiology,  Pathology  and  their  sub- 
divisions, the  basis  for  the  student’s  knowledge  should  be  laid 
in  laboratory  observation.  The  objects  from  which  the  textbooks 
are  made  are  before  him  and  various  devices  are  employed  to 
encourage  accurate  observations  such  as  careful  records  of  his 
work  in  the  form  of  notes  or  drawings  or  both.  In  beginning  a 
subject  specific  directions  are  necessary,  later  general  directions 
are  sufficient,  and  finally  suggestions  should  be  adequate. 


26 


Bulletin  of 


In  like  manner,  the  student  may  be  carried  from  implicit 
reliance  upon  lecture  and  textbook  to  supplementary  reading  in 
scientific  journals.  He  might,  then  be  required  to  write  brief 
articles  on  selected  topics  in  which  are  embodied  the  information 
gathered  from  various  sources,  such  as  inquiry,  textbooks,  special 
articles  and  personal  observations. 

These  are  only  a few  of  the  many  methods  of  gradually  leading 
the  student  from  an  attitude  of  complete  dependence  to  one  of 
more  or  less  independence.  But  when  the  research  idea  has  been 
carried  out  as  fully  as  possible  in  the  class  work  only  a beginning 
has  been  made.  Opportunity  should  be  provided  for  the  student 
to  take  another  step  in  the  same  direction. 

There  are  a number  of  ways  in  which  this  could  be  accom- 
plished. He  might  either  do  a piece  of  work  jointly  with  an 
instructor,  or  repeat  the  published  work  of  another  with  a view 
of  confirming  or  disproving  the  results.  In  either  case,  however, 
the  existence  of  an  already  overcrowded  curriculum  at  present 
precludes  the  possibility  of  such  work.  An  opportunity  could  only 
be  given  through  the  introduction  of  electives. 

Another  method  would  be  the  production  of  a thesis  as  a 
requirement  for  graduation  following  the  plan  now  in  existence  in 
the  German  and  French  Universities. 

Whatever  solution  may  be  offered,  one  thing  is  certain,  that 
if  the  physician  is  to  add  to  the  fund  of  human  knowledge,  he  must 
have  some  idea  of  how  to  work  up  and  present  his  facts  so  that 
they  shall  form  a part  of  the  medical  literature  of  the  future. 


i 

I 

i 


St.  Louis  University 


'yr~ 


27 


Instructors  in  the  Fundamental  Branches  of,  (he  Medical  School. 


Albert  Chauncey  Eycleshymer,  B.S.,  Ph.D., ^Professor  and  Director 
of  the  Department  of  Anatomy,  Histology  and  Embryology. 
Assistant  in  Animal  Morphology,  1889,  and  Botany,  1890,  University 
of  Michigan;  Chief  Assistant  to  the  Director  of  the  Allis  Lake  Labo- 
ratory, 1890-91;  B.S.,  University  of  Michigan,  1891:  University  Fel- 
low in  Biology,  Princeton,  1891;  Fellow  in  Animal  Morphology,  Clark 
University,  1891-92;  Investigator,  Marine  Biological  Laboratory, 
Woods  Hole,  Summer  of  1892;  Fellow  in  Biology,  the  University  Ol 
Chicago,  1892-93;  Assistant,  ibid.,  1893-95;  Ph.D.,  ibid.,  1894;  Associate 
in  Anatomy,  ibid.,  1895-97;  Instructor,  ibid.,  1897-1902;  Student  in 
the  University  of  Cambridge  (England),  1895-96,  and  studying  peda- 
gogical methods  in  Anatomy  and  Histology  in  Germany  and  France; 
Lecturer  oh  Human  Embryology,  Rush  Medical  College,  1897-98;  As- 
sistant Professor  of  Human  Embryology,  ibid.,  1898-99;  Austin  Fellow 
in  Histology  and  Embryology,  Harvard  Medical  School,  1900-01;  As- 
sistant Professor  of  Anatomy,  University  of  Chicago,  1899-1903. 

» ht  n/r  t»  t t r>  — — ■-> 

Albert  C.  Eycleshymer. 


1892 — Notes  on  Celloidin  Technique.  American  Naturalist, 
xxvi,  pp.  354-358. 

1892 — Club-root  (Plasmodiopthora  brassicae,  Wor.)  in  the 
United  States.  Journal  of  Mycology,  vii,  pp.  79-90. 

1892 — Paraphysis  and  Epiphysis  in  Amblystoma.  Anatomischer 
Anzeiger,  vii,  pp.  215-217. 

1892 —  The  Cleavage  of  the  Amphibian  Ovum.  (With  E.  O. 
Jordan.)  Ibid,  pp.  622-624. 

1893 —  The  Development  of  the  Optic  Vesicles  in  Amphibia. 
Journal  of  Morphology,  viii,  pp.  189-195. 

1894 —  The  Cleavage  of  the  Amphibian  Ovum.  (With  E.  O. 
Jordan.)  Ibid,  ix,  pp.  407-415. 

1894 — The  Egg  of  Amia  and  its  Cleavage.  (With  C.  O.  Whit- 
man.) Ibid,  pp.  309-355. 

1894 — The  Early  Development  of  Amblystoma  with  Observa- 
tions on  Some  Other  Vertebrates.  Ibid,  pp.  346-419. 

1897 — The  Early  Development  of  the  Epiphysis  and  Paraphysis 
in  Amia.  (With  Benjamin  Marshall  Davis.)  Journal  of  Compara- 
tive Neurology,  vii,  pp.  45-71. 


1898 —  The  Location  of  the  Basis  of  the  Amphibian  Embryo. 
Journal  of  Morphology,  xiv,  pp.  466-480. 

1899 —  The  Cleavage  of  the  Egg  of  Lepidosteus.  Anatomischer 
Anzeiger,  xvi,  pp.  529-537. 

1900 —  Observations  on  the  Breeding  Habits  of  Ameiurus  Nebu- 
losus.  American  Naturalist,  xxxv,  pp.  910-919. 

1902 — The  Formation  of  the  Embryo  of  Necturus,  with  Re- 
marks on  the  Theory  of  Concrescence.  Anatomischer  Anzeiger, 
xix,  pp.  340-355. 

1902 — Nuclear  Changes  in  the  Striated  Muscle  Cell  of  Nec- 
turus. Anatomischer  Anzeiger,  xxi,  pp,  379-386. 

1902 —  The  Histogenesis  of  the  Striated  Muscle  Cell.  American 
Journal  of  Anatomy,  i,  pp.  512-513. 

1903 —  The  Early  Development  of  Lepidesteus  Osseus.  Decen- 
nial Publications,  University  of  Chicago,  x,  pp.  1-20. 

1904 —  A Sketch  of  the  Past  and  Future  of  Embryology.  St. 
Louis  Medical  Review,  pp.  1-10. 

1904 — Human  Embryos,  Their  Value,  Method  of  Preserving  and 
Sectioning.  Interstate  Medical  Journal,  xi,  pp.  1-8. 

1904 — The  Cytoplasmic  and  Nuclear  Changes  in  the  Striated 
Muscle  Cell  of  Necturus.  American  Journal  of  Anatomy,  iii,  pp. 
285-310. 


1904 — Bilateral  Symmetry  in  the  Egg  of  Necturus.  Anatomis- 
cher Anzeiger,  xxv,  pp.  230-241. 

1906 —  The  Habits  of  Necturus  Maculosus.  American  Natural- 
ist, xl,  pp.  123-136. 

The  Development  of  Chromatophores  in  Necturus.  American 
Journal  of  Anatomy,  vii,  pp.  317-326. 

The  Gastrulation  and  Embryo  Formation  in  Amia  Calva 
(Wit^TaniejS  MereOLPh  Wilson).  Ame’doff-n  I^vrnaJ-  of  Air  Lon.  v,  v, 
pp.  133-162. 

The  Growth  and  Regeneration  of  Gills  in  the  Young-Nec- 
turus.  Biological  Bulletin,  x,  pp.  171-176. 

1907 —  The  Closing  of  Wounds  in  the  Larval  Necturus.  Ameri- 
can Journal  of  Anatomy,  vii,  pp.  317-326. 

Some  Observations  and  Experiments  on  the  Natural  and  Ar- 
tificial Incubation  of  the  Egg  of  the  Common  Fowl.  Biological 
Bulletin,  Vol.  xii,  pp.  360-373. 

1908 —  Bichat,  His  Life,  Researches  and  Character.  Interstate 
Medical  Journal,  xv,  pp.  1-20. 

The  Reaction  to  Light  of  the  Decapitated  Young  Necturus. 
Journal  of  Comparative  Neurology  and  Psychology,  xviii,  pp.  303- 

309. 

The  Adhesive  Organs  in  Amia  (With  James  Meredith  Wilson). 
Biological  Bulletin,  xiv,  pp.  134-149. 


26 


Bulletin  oe 


In  like  manner,  the  student  may  be  carried  from  implicit 
reliance  upon  lecture  and  textbook  to  supplementary  reading  in 
scientific  journals.  He  might,  then  be  required  to  write  brief 
articles  on  selected  topics  in  which  are  embodied  the  information 
gathered  from  various  sources,  such  as  inquiry,  textbooks,  special 
articles  and  personal  observations. 

These  are  only  a few  of  the  many  methods  of  gradually  leading 
the  student  from  an  attitude  of  complete  dependence  to  one  of 
more  or  less  independence.  But  when  the  research  idea  has  been 
carried  out  as  fully  as  possible  in  the  class  work  only  a beginning 
has  been  made.  Opportunity  should  be  provided  for  the  student 
to  take  another  step  in  the  same  direction. 

There  are  a number  of  ways  in  which  this  could  be  accom- 
plished. He  might  either  do  a piece  of  work  jointly  with  an 
instructor,  or  repeat  the  published  work  of  another  with  a view 
of  confirming  or  disproving  the  results.  In  either  case,  however, 
the  existence  of  an  already  overcrowded  curriculum  at  present 
precludes  the  possibility  of  such  work.  An  opportunity  could  only 
be  given  through  the  introduction  of  electives. 

Another  method  would  be  the  production  of  a thesis  as  a 
requirement  for  graduation  following  the  plan  now  in  existence  in 
the  German  and  French  Universities. 

Whatever  solution  may  be  offered,  one  thing  is  certain,  that 
if  the  physician  is  to  add  to  the  fund  of  human  knowledge,  he  must 
have  some  idea  of  how  to  work  up  and  present  his  facts  so  that 
they  shall  form  a part  of  the  medical  literature  of  the  future. 


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'9ZJ-69I  ’dil  ‘ix  ‘oupipojq 

UBopiauiv  'supn  n[  esouinqpv  no  euoiJ'BA.iosqo  ouiog — 9061 

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■jojsqo  jo  unof 

•uiy  •uooiunuqineH  Booq.t.iououisXa— BAjiBnojx'ji  sni-ijouiopua 

•soppisqo  jo  -anop  my  -saSeqaaouiaj  [ ou|.iojn  jo  uoijBsrreo 
oqj  ui  uiojsXs  smoa-ion  ibjjuoo  oqj  jo  oouonpui  aqj, — 8061 

'98  'd  'ax  ‘XSoioiuXqd  jo  [BU-inof  treo|.iamv 
'SOJJOO.IBN  PUB  SJH9UJS9UV  JO  Apnjg  0|SO[OOBlU.reqtI  v — SOOt 

(*SSOJ(I  nj)  ‘UOJJB 

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_TtTTTTX[So!qt(q'  p'frfT  ■ntntpXns  jo  osn  oqj  -aoj  8t»orpji>ipttT — uffCT 

t-98  d *a|x  'ASoioisXqd  jo  iBuanof  ireouoiuy  •snjiioo.iajoji 
snxnpurqj  jo  s88g  oqj  jo  sotre-iquioiq  oqj  jo  XjiiiqBouLiOd — 9061 

'f>98  d ‘ aix  ‘XSoioiSitqj  jo  [BUJUOf 
uBouauiy  ( auqmo  -o  o qJlAV)  o.inssa.id  pooia  uodn  sjoB.ijxg 
AiOJ.iBj\[  auoa  jo  suonoafui  snonaAB.ijni  jo  sjoojjh  oqx — S06I 
'IZi  d 'mix  'XSoioisAqa  jo  iBUJUOf  UBapouiy  ( uosipm  h 0 qilAX) 
■sisXibibo  uodn  siiBg  IBP!0[B3HV  PUB  spioiBiny  JO  sjoana— 9061 

'g;.T  'd  ‘iix  ‘X3o[o 

-isXqa  jo  iBU.mop  UBouauiy  ( SMaqjBH  'y  'g  qjiAX)  'opuoiqo 

ranptBO  i£q  uituSnsosjCqa  jo  uoijoy  aqj  jo  uopiqiqui— J06I 

X 'd  ‘ix  ‘XSopisXqa  jo  iBujnop  uBopotuy  (sAtoqjew 
V 'S  miAV)  bixbjv  jojouiooot  ui  uonnios  HBg  y— X06I 
'8A8  d x A'SoioisXqa  jo  IBuanof  UBopiouiy  reunsooXio  oj  aouaaajajj 
IBpadg  qjiAt  uo[j9.iDxa  XaupjM  no  sj[Bg  uibjjoo  jo  joojja— J06I 
jig  d ux  'X3oiois^qa  jo  IBuanof  UBDiJoray  ( uosipm  h 0 UJIAi) 
•sassaaojd  oiSopis^qj  nj  uoijoy  uoj  jo  jooj<j  jaqjanj — jo6I 

'9gg 'd  ‘x  ‘XSop 

-isXqj  jo  iBuanof  UBopoury  ( uosipm  H O qjIAl)  ‘SB9J9Ubj  jo 
lOBjjxg  jfjajBAi  b Xq  aaqjg  ojjiXjng  jo  sisiioap^H  oqi  pub  ‘apixoia 
uaSoap^H  jo  uoijsodtuooaa  oqi  uo  suoi  jo  sjoajjg;  aqj, — ^ogj 


'9S8I  ‘SjnqniBH  ‘a>[UBM  ^ -iossog  ‘soqjjoj  oa8  'dd  OL  'OJXBJI 

‘jSapj,  x 'n  'JBJ,  g J!iM  9iqdBJ39[9X  aqosijanSBUiOJjaaia  ata 

sqouujH  -a  snAEjsno 

'SOOX 'd  ‘spiBa  ap  anbttnaqo  ajaioog  bi  ap  uijanna  'auiuiBivtuaq 
■dja  Jo  suB9j\[  Xq  jtjuiBjjab  qjiAi  sajBjjiM  jaajaa  oj  a\oh — 506X 

'f 99  'd  ‘pazinAioufi  puB  paziijAio  ‘Xubui 
•J90  : SOS  d ‘sjspBuuBqa  iBuoissajojj  jo  puna  b ‘sauiddjnqd  9HX 
^A9X  d ‘jiqiqxa  'raaqo  puB  JBqa  9Aiq  b ‘aauBja  !80X  'd  'sajnjDBj 
-nuBM  iBDiuiaqo  puB  santDipajM  ‘sjsi33nja  sji  ‘BUiqo  I0A8  'd  ‘aoidg 
jo  aisj  aqj  ‘uo[Xao  !gog  d ‘iaAing  iBjauao  l^fDBtuJBqa  jo  xeujnof 
uBoiaauiy  urea  S<PI‘I0AV  aqj  Jb  Xajsiuiaqo  puB  ^OBuiJBqa — J06I 
•sajBid  ajB  J9  qoiqAi  jo  ‘-dd  9gx  ‘ oa  8 'Sizdpa  ‘M-ioa  AAe^q  smoq 
'Jg  'SB[jy  qjtAi  ‘stsX[Buy  iBDiuiaqDoaoiiy  ui  asanoo  jsaia — X06X 

'80S  'd  ‘uaqjoo  ‘3unjiaz  jasquiaqo 
•uaiiBjny  pun  jbjp^h  IBJO[qo  uaqosiAz  uoijDBaJzuaao — 806X 
in  cones, ate  department  ot  sam 

istry  in  Medical  Department,  IXBH-Sur  also  in  Department  of  Fhar- 
macy,  1886-6;  Chemist  of  the  Geological  Survey  of  Iowa,  1867-9;  Pro- 
fessor of  Chemistry.  St.  Louis  College  of  Pharmacy,  1889-1903;  A.M.. 
Griswold  College;  M.D.,  Missouri  Medical  College,  1871;  L.L.D,  Gris- 
wold College,  1883. 

Et.ias  Potter  Lyon,  S.B.,  A.B.,  Ph.D.,  Professor  of  Physiology  and 
Director  of  the  Department  of  Physiology,  Physiological  Chem- 
istry and  Pharmacology. 

S.B.,  Hillsdale  College,  1891;  A.B.,  ibid.,  1892;  Instructor,  ibid.,  1891-2; 
Instructor,  Harvard  School,  Chicago,  1892-6;  Graduate  Student,  the 
University  of  Chicago,  1894-7;  Instructor,  South  Side  Academy, 
Chicago,  1S96-7 ; Fellow,  the  University  of  Chicago,  1896-7;  Ph.D., 
ibid.,  1897;  Instructor,  Bradley  Polytechnic  Institute,  1897-1900;  In- 
structor, Marine  Biological  Laboratory,  Summers,  1899-1905;  Assistant 
Professor  of  Physiology,  Rush  Medical  College,  1900-04;  Assistant 
Professor  of  Physiology,  University  of  Chicago,  1901-04;  Dean  in 
Medical  Work,  Ibid.,  1902-04;  Investigator,  Naples  Zoological  Station, 
1902  (4  months). 

Peter  Potter,  A.M.,  M.D.,  Associate  Professor  of  Anatomy. 

B.S.,  University  of  Missouri,  1901;  Student  Assistant  in  Anatomy. 
1900-01;  Assistant  in  Anatomy,  1900-03;  A.M.,  M.D.,  1903;  in  Charge 
of  Department  of  Anatomy,  1903;  Student  in  Anatomical  Institute, 
University  of  Berlin,  1904;  Student  in  Harvard  University,  1905. 
Herbert  Pablin  Johnson,  A.M.,  Ph.D.,  Associate  Professor  of  Bacter- 
iology. 

A.B.,  Harvard,  1889  and  A.M.,  1890;  Assistant  in  Biology,  Williams 
College,  1890-91;  Fellow  in  Morphology,  Clark  University,  1890-91; 
Ph.D.,  University  of  Chicago,  1894;  Instructor  in  Botany  and  Zoology, 
Des  Moines  College,  1894;  Assistant  Professor  of  Zoology,  University 
of  California,  1894-1900;  Austin  Teaching  Fellow  in  Comparative 
Pathology,  Harvard  Medical  School,  1900-01;  Assistant  ditto,  1902; 
Special  Investigation,  1903. 

Charles  Hugh  Neilson,  A.B.,  Ph.D.,  M.D.,  Associate  Professor  of 
Physiological  Chemistry. 

A.B.,  Ohio  Wesleyan  University,  1894;  A.M.,  ibid.,  1897;  Assistant  in 
Physiology,  Ohio  Wesleyan  University,  1893-4;  Public  School  Super- 
intendent and  Institute  Lecturer,  1897-9;  Graduate  student  in  Phy- 
siology and  Chemistry,  University  of  Chicago,  1900;  Assistant  in 
Chemistry,  ibid.,  1900;  Fellow  in  Physiology,  ibid.,  1901;  Researcli 
Assistant  to  Professor  Jacques  Loeb,  1901-2;  Ph.D.,  University  of 
Chicago,  1902;  Associate  in  Physiology,  University  of  Chicago,  1902-4; 
M.D..  Rush  Medical  College,  1905. 

Ralph  Jj.  Thompson,  A.M.,  M.D.,  Associate  Professor  of  Pathology. 
A.B.,  Bates  College,  1SH0;  A.M.,  ibid.,  1902;  M.D.,  Harvard  Medical 
School,  1900;  House  Officer,  Boston  City  Hospital,  1901-2;  Fellow 


28 


BuUvKTIN  of 


Rockefeller  Institute  for  Medical  Research,  1902-3;  Assistant  in 
Pathology,  Boston  City  Hospital,  1903;  Berlin  University,  1905 
(Summer). 

James  Meredith  Wilson,  Pe.B.,  M.D.,  Assistant  Professor  of  Embry- 
ology and  Comparative  Anatomy. 

Illinois  State  University,  1876-78;  Ph.B.,  Cornell  University,  1880; 
M.D.,  Rush  Medical  College,  1882;  Marine  Biological  Laboratory, 
Johns  Hopkins  University,  Beaufort,  N.  C.,  1882  ; Graduate  Student, 
Cornell  University,  1882-83;  Professor  of  Natural  Science,  State  Nor- 
mal School,  Oshkosh,  Wisconsin,  1883-85;  Investigator  University  of 
Leipzig,  1885-86;  University  of  Wurzburg,  1886;  University  of  Berlin, 
1886-87;  University  of  Jena,  1887;  Marine  Biological  Laboratory, 
Woods  Hole,  1889;  Student  Library  School,  Albany,  N.  Y.,  1891-92; 
Reference  Librarian,  Medical  Department,  Newberry  Library,  Chicago, 
1892-94. 

Orville  Harry  Brown,  A.B.,  Ph.D.,  M.D.,  Assistant  Professor  of 
Pharmacology. 

A. B.,  University  of  Kansas,  1901;  Laboratory  Assistant  in  Physiology, 
University  of  Kansas,  1901-1902;  Fellow  in  Physiology,  University  of 
Chicago,  1902;  Assistant  in  Physiology,  University  of  Chicago,  1902- 
1904;  Ph.D.,  University  of  Chicago,  1905;  M.D.,  St.  Louis  University, 
1905. 

Herbert  D.  Kistler,  B.S.,  M.D.,  Assistant  Professor  of  Anatomy. 

B. S.,  M.D.,  St.  Louis  University,  1905;  Student  of  Harvard  Medical 
School  1905  (Summer);  Instructor  in  Anatomy,  St.  Louis  University, 
1903-5. 

Downey  L.  Harris,  M.D.,  Instructor  in  Pathology  and  Bacteriology. 
M.D.,  University  of  Michigan,  1899;  Northern  Michigan  Insane  Hos- 
pital, 1899-1900;  Worcester,  Mass.,  State  Hospital,  1900;  Worcester, 
Mass.,  City  Hospital,  1901-2;  Berlin  University  (Summer),  1905. 
Carl  Gustav  Hinrichs,  Ph.C.,  Assistant  in  Chemistry. 

St.  Louis  College  of  Pharmacy,  1899  ; Analyst  for  Missouri  Board  of  Agri- 
culture, 1899-1903  ; Professor  of  Chemistry,  St.  Louis  Dental  College,  1904. 

David  C.  Todd,  B.S.,  M.D.,  Instructor  in  Anatomy. 

B.S.,  Geneva  College,  1898;  Student,  Beaumont  Hospital  Medical  Col- 
lege, 1898-1900;  Student,  Rush  Medical  College,  1900-1;  M.D.,  Marion- 
Sims-Beaumont  College  of  Medicine,  1902;  Assistant  Physician  and 
Surgeon,  St.  Mary’s  Infirmary,  1902-3 
Jules  M.  Brady,  M.D.,  Assistant  in  Pathology. 

M.D.,  College  of  Physicians  and  Surgeons,  St.  Louis,  Mo.,  1898;  City 
Hospital,  St.  Louis,  Mo.,  1898-99;  Female  Hospital,  St.  Louis,  Mo., 
1899-1900;  Poor  House,  St.  Louis,  Mo.,  1900-1;  University  of  Vienna, 
1901-2. 

Major  G.  Seelig,  A.B.,  M.D.,  Assistant  in  Pathology. 

A.B.,  Harvard  University,  1896;  M.D.,  College  of  Physicians  and  Sur- 
geons, Columbia  University,  1900;  Interne,  Mt.  Sinai  Hospital,  New 
York,  1900-2;  House  Surgeon,  ibid.,  1902-3;  Berlin  University,  1903-4. 
William  Elston  Leighton,  A.B.,  M.D.,  Assistant  in  Anatomy. 

A. B.,  Bowdoin  College,  1895;  M.D.,  Harvard  Medical  School,  1900; 
Surgical  Dresser,  Boston  City  Hospital,  1899-1900;  House  Surgeon, 
Worcester  City  Hospital,  1901-2;  Assistant  in  Operative  Surgery, 
Medical  Department  of  St.  Louis  University. 

Don  R.  Joseph,  B.S.,  Assistant  in  Physiology  and  Physiological  Chem- 
istry. 

Assistant  in  Biology,  Bradley  Institute,  Peoria,  111.,  1902-3;  Graduate, 
ibid.,  1903;  Scholarship,  University  of  Chicago  and  Rush  Medical 
College,  1903-4;  B.S.,  University  of  Chicago,  1904. 

Oliver  P.  Terry,  B.S.,  Assistant  in  Physiology. 

B. S.,  Purdue  University,  1903;  Graduate  student.  University  of  Chi- 
cago, 1903;  St.  Louis  University,  1904;  Investigator  at  Marine  Biologi- 
cal Laboratory,  Woods  Hole,  1905. 

Elmo  P.  Porterfield.  Ph.G.,  Ph.C.,  M.D.,  Assistant  in  Anatomy. 
South  East  Normal  School,  Cape  Girardeau;  Ph.G.,  Northwestern 
University,  1895;  Ph.C.,  ibid.,  1896;  M.D.,  Rush  Medical  College,  1899; 
Post-Graduate  Hospital,  Chicago,  1899-1901. 

Louis  A.  Brandenberger,  M.D.,  Assistant  in  Anatomy. 

St.  Louis  Central  High  School;  M.D.,  Marion-Sims  College  of  Med- 
icine, 1899  ; Student,  University  of  Vienna,  1902  ; Student,  University  of 
Berlin,  1903. 


St.  Louis  University 


31 


Der  Erdmagnetismus  als  Folge  der  Bewegung  der  Erde  im 
Aether.  Mit  Karte.  44  pp.  8vo.  Copenhagen,  1860. 

Programme  der  Atommechanik.  44  pp.  Iowa  City,  1867. 

The  Elements  of  Physics.  8vo  viii,  176  plates.  Davenport  and 
Leipzig,  1870. 

The  Principles  of  Pure  Crystallography,  8vo  iv,  44.  Davenport 
and  Leipzig,  1871. 

The  Elements  of  Chemistry  and  Mineralogy,  8vo,  178.  Plates. 
Davenport  and  Leipzig,  1871. 

The  Method  of  Quantitative  Induction  in  Phys.  Science,  50 
pp.,  1872. 

The  Principles  of  Chemistry  and  Molecular  Mechanics,  200  pp., 
1874. 

Beitrage  zur  Dynamik  des  Chemischen  Molekuls.  Fock,  Leip- 
zig, 1892. 

The  True  Atomic  Weights  of  the  Chemical  Elements,  and  the 
Unity  of  Matter,  pp.  xvi,  256,  8vo. 

Introduction  to  General  Chemistry,  400  pp.,  1897. 

The  Absolute  Atomic  Weights  of  the  Chemical  Elements  * * * 
and  the  Unity  of  Matter,  1901,  304  pp. 

The  Proximate  Constituents  of  the  Chemical  Elements  Me- 
chanically Determined  from  their  Physical  and  Chemical  Properties. 
St.  Louis,  New  York  and  Leipzig,  1904.  8 vo.  32  pp.  plates,  112 

pp.  text. 

The  Amana  Meteorites.  8vo.,  104  pp.  of  which  24  plates.  St. 
Louis,  New  York  and  Leipzig,  1905. 

Situngsberichte  Akademie  der  Wissenschaften,  Vienna,  pre- 
sented by  Wilhelm  Haidinger.  On  the  Crystal  Structure  of  Quartz. 
1870,  No.  1,  p.  83.  On  the  Statics  of  Crystal-Symmetry.  1870,  No. 
2,  p.  345.  Chemico-Physical  remarks  on  the  Reality  of  Rhombo- 
Tesseral  Forms.  Anzeiger,  1869,  No.  1. 

Comptes  Rendus,  de  T Academie  des  Sciences  de  Paris.  Pre- 
sented by  Marcelin  Berthelot: 

On  the  Molecular  Rotation  of  Gases.  Vol.  76,  p.  1357. 

On  the  Boiling  Points  and  the  Molecular  Volumes  of  the  Iso- 
meric Chlorides  of  the  Ethyl  Series.  Vol.  76,  p.  1408. 

On  the  Calculation  of  the  Moments  of  Inertia  of  Molecules. 
Vol.  76,  p.  1592. 

On  the  Atomic  Structure  of  the  Molecules  of  Benzine  and 
Terebene.  Vol.  80,  p.  47. 

Calculation  of  the  Maximal  Moments  of  Inertia  of  the  Mole- 
cules of  the  Chlorine  Derivatives  of  Toluene.  Vol.  80,  p.  565. 

On  the  Determination  of  the  Boiling  Points  of  the  Chlorine 
Derivatives  of  Toluene.  Vol.  80,  p.  766. 

Statement  of  the  General  Law  Determining  the  Fusing  and 
Boiling  Points  of  any  Compound  under  any  Pressure,  as  Simple 
Function  of  the  Chemical  Constitution  of  the  same.  Vol.  112,  p.  998. 

Calculation  of  Ihe  Fusing  and  Boiling  Points  of  Normal  Par- 
affins. Vol.  112,  p.  1127. 

Calculation  of  the  Boiling  Point  of  any  Liquid  under  any 
Pressure.  Vol.  112,  1436. 

Calculation  of  the  Molecular  Volume.  Vol.  113,  p.  36. 

Mechanical  Determination  of  the  Linkage  of  the  Carbon  Atoms 
in  Organic  Compounds.  Vol.  113,  p.  313. 

Calculation  of  the  Specific  Heat.  Vol.  113,  p.  468. 


32 


Bulletin  of 


Calculation  of  the  Magnetic  Rotation  of  the  Plane  of  Polar- 
ization of  Light.  Vol.  113,  p.  500. 

Mechanical  Determination  of  the  Position  of  the  Hydrogen 
Atoms  in  Organic  Compounds.  Yol.  113,  p.  743. 

Calculation  of  the  Boiling  Point  of  the  Isomeric  Ethers  of  the 
Fatty  Acids.  Vol.  113,  p.  798. 

Calculation  of  the  Boiling  Point  of  Compounds  Derived  From 
the  Paraffins  by  Terminal  Substitution.  Yol.  114,  p.  597. 

Determination  of  the  Boiling  Surface  of  the  Normal  Paraffins. 
Vol.  114,  p.  1015. 

Establishment  of  the  Formulae  for  the  Calculation  of  the  Max- 
imal Moments  of  Inertia.  Vol.  114,  p.  1064. 

Mechanical  Determination  of  the  Boiling  Points  of  Compounds 
of  Simple  Terminal  Substitution.  Vol.  114,  p.  1113. 

Mechanical  Determination  of  the  Boiling  Points  of  Compounds 
of  Complex  Terminal  Substitution.  Vol.  114,  p.  1272. 

Mechanical  Determination  of  the  Boiling  Points  of  Alcohols 
and  Acids.  Vol.  114,  p.  1367. 

On  the  Mechanical  Contrast  Between  the  Radical  Cyanogene 
and  the  Chloroid  Elements.  Vol.  115,  p.  177. 

The  Specific  Heat  of  the  Atoms  and  Their  Mechanical  Con- 
stitution. Vol.  115,  p.  239. 

On  the  General  Form  of  the  Boiling  Point  Curves  ^of  the 
Compounds  Resulting  from  Central  Substitution.  Vol.  115,  *p.  314. 

Critical  Reduction  of  Fundamental  Determinations  of  Stas  on 
Potassium  Chlorate.  Vol.  115,  p.  1074. 

On  the  Determination  of  the  Atomic  Weight  of  Lead  by  Stas. 
Vol.  116,  p.  431. 

General  Method  for  the  Calculation  of  the  Atomic  Weights 
From  the  Results  of  Chemical  Analysis.  Vol.  116,  p.  695. 

Determination  of  the  Atomic  Weight  by  the  Limit  Method. 
Vol.  116,  p.  753. 

Determination  of  the  True  Atomic  Weight  of  Hydrogen.  Vol. 
117,  p.  663. 

Outline  of  the  System  of  Atomic  Weights  of  Precision,  Based 
Upon  the  Diamond  as  Standard  of  Matter.  Vol.  117,  p.  1075. 

On  the  Atomic  Weights  of  Precision.  Determined  by  Using 
Silver  as  Secondary  Standard  of  Matter.  Vol.  118,  p.  528. 

On  the  Atomic  Weight  of  Boron.  Vol.  130,  p.  1712. 

On  the  Atomic  Weight  of  Ten  Elements  Determined  From 
Recent  Experiments.  Vol.  131,  p.  34. 

On  the  Composition  of  the  Air  in  the  Vertical,  and  on  the 
Constitution  of  the  Higher  Strata  of  the  Earth’s  Atmosphere.  Vol. 
131,  p.  442. 

Preliminary  Notice  of  an  Inverse  Genus  of  Common  Meteoric 
Stones.  Presented  by  A.  Daubree.  Vol.  118,  p.  1418. 

The  Oscillation  of  Mid-November  in  America.  Presented  by 
Chas.  St.  Claire-Deville.  Vol.  82,  p.  520. 

On  the  Meteorites  of  Amana.  Vol.  140,  p.  545. 

On  the  Uniformity  of  Composition  of  the  Amana  Meteorites. 
Vol.  140,  p.  612. 

On  the  True  Atomic  Weight  of  Nitrogen.  Vol.  140,  p.  1590. 

Proceedings  of  the  American  Association  for  the  Advancement 
of  Science: 

The  Statics  of  the  Four  Types  of  Modern  Chemistry,  With 
Especial  Regard  to  the  Water  Type.  Vol.  17,  p.  207. 


St.  Louis  University 


33 


A New  and  General  Law  Determining  the  Atomic  Volume  and 
Boiling  Point  of  a Great  Number  of  Carbon  Compounds.  Vol.  17, 
p.  223. 

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1903 —  A Study  of  Certain  Mosquitoes  in  New  Jersey,  and  a 
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State  Entomologist’s  Report  of  the  Mosquito  Investigations  in  1902. 

1903 — Fresh  Water  Nereids  from  the  Pacific  Coast  and  Hawaii, 
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1904 —  The  “Yellow  Disease”  (Parasitic  Ictero-Haematuria)  of 
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35 


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1899 —  Contribution  to  the  Comparative  Physiology  of  Com- 
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1900 —  Compensatory  Motions  in  Fishes.  American  Journal  of 
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1901 —  An  Improved  Form  of  Kuehne’s  Artificial  Eye.  School 
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1902 —  Effects  of  KNC  and  of  Lack  of  Oxygen  on  the  Fertilized 
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Journal  of  Physiology,  vii,  p.  56. 

1903 —  Experiments  in  Artificial  Parthenogenesis.  American 
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1901 —  Weitere  Versuche  uber  Kfinstliche  Parthenogenese. 
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1902 —  The  Hydrolysis  and  Synthesis  of  Ethyl  Butyrate  by 
Platinum  Black.  Science,  xv,  p.  715. 

1902 —  Further  Experiments  on  Antitoxic  Effects  of  Ions. 
American  Journal  of  Physiology,  vii,  p.  405. 

1903 —  Hydrolysis  and  Synthesis  of  Fats  by  Platinum  Black. 
American  Journal  of  Physiology,  x,  p.  191. 

1904 —  Effect  of  Ions  on  the  Decomposition  of  Hydrogen  Dioxide 
by  Platinum  Black.  (With  O.  H.  Brown.)  American  Journal  of 
Physiology,  x,  p.  225. 

1904 — Effects  of  Ions  on  the  Decomposition  of  Hydrogen  Dioxide 
and  Hydrolysis  of  Butyric  Ether  by  a Watery  Extract  of  Pancreas. 
(With  O.  H.  Brown.)  American  Journal  of  Physiology,  x,  p.  335. 

1904 — Double  Congenital  Stenosis  of  Alimentary  Canal.  Trans- 
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3 0 


12  105658196 


36  Bulletin  of 

1904 — Further  Proof  of  Ion  Action  in  Physiologic  Processes. 
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1904 — Laboratory  Outlines  for  Physiology.  (With  E.  P.  Lyon.) 
Chicago,  1904. 

1904 —  Teaching  of  Physiology  in  Public  Schools.  University  of 
Chicago  Record,  1904. 

1905 —  Influence  of  Alkaloids  and  Alkaloidal  Salts  upon  Catal- 
ysis. (With  O.  H.  Brown.)  American  Journal  of  Physiology,  xiii, 
p.  427. 

1905 — The  Effect  of  Certain  Salts  and  Dextrose  on  the  Rate  of 
Transformation  of  Glycogen  into  Dextrose.  (With  O.  P.  Terry.) 
American  Journal  of  Physiology,  xiv,  p.  105. 

1905 —  The  Effects  of  Hypnotics  and  Antipyretics  on  the  Rate 
of  Catalysis  of  Hydrogen  Dioxide  by  Kidney  Extracts.  (With 
O.  P.  Terry.)  American  Journal  of  Physiology,  xiv,  p.  248. 

1906 —  Further  Evidence  of  Similarity  Between  Catalysis  and 
Enzymatic  Action.  American  Journal  of  Physiology,  Jan.,  1906. 

Peter  Potter. 

1905 — A Heart  Presenting  a Septum  Across  the  Left  Auricle. 
(With  S.  Walter  Ranson.)  Journal  of  Anatomy  and  Physiology, 
xxxix,  pp.  69-73. 

1905 — Topography  of  the  Thorax  and  Abdomen.  University 
of  Missouri  Studies,  Science  Series,  i,  number  1,  pp.  viii,  and  145. 

1905 — Relational  Anatomy  of  the  Head  and  Face.  Dental 
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M.  G.  Seelig. 

1904 —  Histological  Study  of  the  Stump  of  Appendix.  Annals 
of  Surgery,  xl,  p.  709. 

1905 —  Superstition  in  Medicine.  Medical  Library  and  Historical 
Journal,  iii,  p.  174. 

1905 — Scopolomine-Morphine  as  an  Adjuvant  to  General  Anaes- 
thesia. Annals  of  Surgery,  xlii,  p.  185. 

O.  P.  Terry. 

1903 — Effect  on  the  Blood  of  the  Terpene,  Camphoric  Peroxide. 
(Graduation  Thesis.) 

1905 — The  Effect  of  Certain  Salts  and  Dextrose  on  the  Rate 
of  Transformation  of  Glycogen  into  Dextrose.  (With  C.  H.  Neil- 
son.)  The  American  Journal  of  Physiology,  xiv,  p.  105. 

1905 —  The  Effect  of  Hypnotics  and  Antipyretics  on  the  Rate 
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Neilson.)  American  Journal  of  Physiology,  xiv,  p.  248. 

1906 —  Galvanotropism  of  Volvox.  American  Journal  of  Physi- 
ology. (In  press.) 

Ralph  L.  Thompson. 

1901 —  Bacillus  Capsulitis  Mucosus  in  Acute  Lobar  Pneumonia. 
Boston  City  Hospital  Reports,  11th  Series. 

1902 —  Pylophlebitis  and  Liver  Abscess  following  Appendicitis. 
Boston  City  Hospital  Reports.  12th  Series. 

1903 —  Complement  Conten..  of  the  Blood  in  Variola.  Journal 
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1905 — Melanoma  of  Choroic.  Interstate  Medical  Journal. 

1905 — Laboratory  Diagnc  is  of  Variola.  Journal  American 
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